By Jannik Beyer, Lone Gammeltoft
(Jessica Kingsley Publishers) writer is a psychologist within the uk. guide describes diverse play sequences which inspire the combination of social, emotional and cognitive improvement in autistic young ones. makes a speciality of the 4 key abilities of visualizing, imitation, mirroring, and turn-taking. For execs and oldsters of kids with autism. Softcover
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Additional info for Autism and Play
Sample text
16 Whoever gets to say ‘toe’ can open the box and take a treat examples of games 47 Procedure: The children sit in numerical order on the floor or around a table. They say the rhyme as the box is being passed from child to child (in numerical order): Eenie (1) – meenie (2) – minie (3) – moe (4) – catch (1) – a tiger (2) – by the (3) – toe (4). 16). The game is repeated until the box is empty (adjust the number of treats to the number of children). Who gets the ‘toe’ depends on the number of children.
New York: Plenum Press. Trillingsgaard, A. ’ European Child and Adolescent Psychiatry 8, 45–49. Wolfberg, P. A. ) Teaching Children with Autism: Strategies to Enhance Communication and Socialization. Albany, NY: Delmar. A. 13 Home game 50–3 reminders 25–6 rhymes 45–7 rules see social rules visualization 12–13, 19–20, 25–6 limits of games clarity of rules 25 handling materials 21–2 scheduling tasks 16–19 Shall we play with...?
Child 1 controls the box with the cards and treats, and also reads out the questions throughout the game. ) Child 1 throws the dice and moves his or her counter according to the number on the dice. Depending on which colour the counter lands on, the child gets a question from the corresponding category or wins a treat. Whichever child is the first to reach ‘Finish’ is the winner and the game is over. Purpose: The children learn to use simple topics of conversation when interacting with each other.