Teaching Play to Children with Autism: Practical Interventions Using Identiplay
Publication Year: 2012
Teachers, educational psychologists, early years SENCOs and parents.
- Front Matter
- Back Matter
- Section 1: Theory and Practice
- Why Play?
- Play in Children with Autistic Spectrum Disorders
- What is Identiplay and Where Has it Come From?
- Assessing the Child's Skills
- Writing a Script
- Setting up Tabletop Identiplay
- Why Use Identiplay?
- Making Your Identiplay Kits – Top Tips
- Exploring the Adult's Role
- Working in Partnership with Parents
- The Use of Visual and Verbal Support – A Brief Review
- Section 2: Case Studies and Commentary on Video Clips
- Who Has Used Identiplay?
- Ben – Video Clip One
- Jack – Video Clip Two
- Luke – Video Clip Three
- Katy – Video Clip Four
- Michelle, Mum of Two Children with Autism – Video Clip Five
- Section 3: Kits and Scripts
- Layout of Kits
- Animal Set
- Click-Clack Cars
- Animal Train
- Children's Playground
- The Sea
- Dog with Pet Carrier
- Building Blocks
- Space Shuttle
- Cup of Tea
- Making a Sandwich
- Camper Van & Park
- Car Track
- Teddy Bear's Birthday Picnic
- Section 4: Identiplay beyond the Tabletop
- Identiplay beyond the Tabletop
- Ducks in Water
- Puppet Play
- Working with Play Dough
- Working at the Sand Tray
- Moving Sand, Rocks or Tree Trunks
- Working in the Water Tray
- Helicopter Rescue
- Diving for Treasure
- Taking Learning Outdoors
- Learning to Play Skittles
- Digging the Garden
- Section 5: Using Identiplay with other Resources
- Using Identiplay with other Resources
- The Car Mat
- Planting a Seed
- Laying the Table
- Making a Glass of Squash
- Making a Sandwich
- Making a Popoid Figure
- Trying on a Hat
- Making a Cup of Coffee
- Exploring Emotions with Teddy
- Using Musical Instruments
- Encouraging Conversation
- The Development of Self-Help Skills
- Learning to Put on Socks
- Washing Hands
- Learning to Wait
- Section 6: Training Materials and Additional Teaching Supports
- Useful Websites and Resources
© Nicky Phillips and Liz Beavan 2012
First edition published 2007
Second edition 2012
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
All material on the accompanying CD-ROM can be printed off and photocopied by the purchaser/user of the book. The CD-ROM itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The CD-ROM may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the CDROM for conference purposes, they would require separate permission from SAGE. All material is © Nicky Phillips and Liz Beavan 2012
SAGE Publications Ltd
I Oliver's Yard
55 City Road
London EC IY I SP
SAGE Publications Inc.
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
B 1/I 1 Mohan Cooperative Industrial Area
New Delhi 110 044
SAGE Publications Asia-Pacific Pte Ltd
3 Church Street
#10-04 Samsung Hub
illustrator: Phillipa Drakeford
Library of Congress Control Number: 2011931686
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Typeset by C&M Digitals (P) Ltd, Chennai, India
Printed in India at Replika Press Pvt Ltd
Printed on paper from sustainable resources
About the Authors[Page ix]
Nicky Phillips is an Educational Psychologist working in Portsmouth. In her role as an EP, she takes a lead for autism and coordinates a project which supports pre-schoolers with ASDs and their families. She regularly runs training in autism for parents and professionals. Prior to qualifying as an EP in 2002, she worked as a primary school teacher and special needs coordinator. Nicky has had articles published in Educational Psychology in Practice, Good Autism Practice and Special Children magazine.
Liz Beavan retired from her post as Headteacher of a Hampshire Special School in August 2010. She has supported the delivery of training in autism to parents and professionals in Hampshire and beyond. Liz has set up and run a support group for professionals working with children/young people with ASDs and supports a local charity offering a range of activities to families with children and young people with ASDs. She is currently working with a charity in India whose ultimate aim is to open a school for children with ASDs in the South of India.[Page x]
The authors would like to thank:
Jannik Beyer and Lone Gammeltoft for giving permission to develop their ideas.
Dr Caroline Smith, Specialist Consultant Educational Psychologist and the staff, pupils and parents (past and present) of Riverside Community Special School, in particular Jane Dabbs, Wendy Weaver, Margaret Gyngell, Kim Smith, Dawn Standing and Claire Gardiner.
Thanks to Michelle and her family for their ongoing support, patience and generous use of their time.
Special thanks to Kate Morgan for her great play ideas and scripts, and her enthusiasm for Identiplay!
Thank you also to: Caroline Smith for permission to reprint excerpts of VIP Play profile originally published in Venturing into Play – A Play Skills Profile for Children with Autism Spectrum Difficulties © Caroline Smith, published by Interactive Connections Ltd 2003.[Page xii]
This second edition on intervening in the play of children with autism is cause for celebration. It reflects the authors’ practical experience of working directly with children, their parents and linked professionals and the new developments in the area of ‘Identiplay’.
This book continues to set out a specific approach for intervening in the play of children with autism. Identiplay is, at its core, an adult-led teaching strategy focusing on:
- enabling children with autism to use toys in ways common to other children.
- enabling children to hear and join in with play narratives.
- enabling children with autism to learn a play skill, generalise it and add to it creatively.
Identiplay recognises that, for all children, there are times when adults need to lead the learning and times when learning is best supported through child-led activities. Identiplay acknowledges the importance of that balance.
This new book provides readers with an overview of the nature and significance of Identiplay. Keeping to its familiar format it offers even more case studies and play scripts enabling readers to link the ideas presented directly to their children. In addition, it stresses the benefits of the central learning relationship of child, parents and professionals.
Additions to this volume outline the increased scope of Identiplay both in terms of breadth of focus and flexibility of location. Children play indoors and out. It is important to apply Identiplay in a range of learning environments. Furthermore, the approach lends itself to the teaching of leisure skills and self-help skills to young people with autism. Set within an environment which draws on a range of good practise in autism, Identiplay is proving to be a helpful and accessible approach, chosen keenly by parents and professionals.
It is important that early approaches to play rest on careful observation of existing play skills. Parents and professionals commonly seek advice and guidance in the initial and ongoing assessment of play. This new edition clearly sets out a number of helpful assessment options so that the interventions of adults and the play of children can be noted and effective evaluations made.
The first edition provided a practical starting point for involving children with autism in play. This second edition builds on that practical focus and continues to provide parents and professionals with the answer to the key question ‘How can I make a start on play?’ However, its broader scope seeks to answer a number of additional questions too, namely ‘How can we work effectively together?’ and ‘How can we be sure we are making a difference?’
Identiplay provides a launch pad to some of the best work I have seen in the area of play and children with autism, its research base is building and I know practitioners in the field will find this second edition a very useful resource to pick up and apply.
- Dr Caroline Smith
- Specialist Consultant Educational Psychologist
- Author of Writing and Developing Social Stories
- International trainer in the field of autism and childhood anxiety.
What is in the Pack and How to Use it[Page xv]
There is a CD-ROM enclosed in this book. Some of the content of the book is also available for printing out for training or practitioner purposes. These resources include:
- play scripts.
- video clips with text commentaries.
- a PowerPoint file (with presenter notes) for training purposes.
The video and PowerPoint materials are suitable for projection onto a screen.[Page xvi]
Bibliography[Page 117]2000) Autism and Play. London: Jessica Kingsley.and (2001) Picture's Worth: PECS and Other Visual Communication Strategies in Autism (Topics in Autism). New Jersey: Rugters University.and (Communication Through Play. The Cheyne Centre for Children with Cerebral Palsy. 61 Cheyne Walk, Chelsea, London SW3 5LT.(undated)Compact English Dictionary Online (2011) Retrieved from http://oxforddictionaries.com/definition/play2001) Autism in the Early Years, A practical guide. London: Fulton., and (Department for Children, Schools and Families (DCSF) (2008) Early Years Foundation Stage. Nottingham: DCSF.Department for Education and Skills (DfES) (2007) Early Years Foundation Stage (EYFS) Setting the Standards for Learning, Development and Care for Children from Birth to Five. Survey Crown Copywright.1999) Play and Pedagogy in Early Childhood: Bending the Rules. Marrickville, NSW: Harcourt Brace & Co.and (2007) Working with Parents of Children with Special Educational Needs. London: Paul Chapman Publishing, A Sage Publication Company.and (2001) The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School Children. Early Childhood Education Journal, 29(2), 111–117.(2000) The Natural Environment as a Playground for Children: Landscape Description and Analysis of a Natural Landscape. Landscape and Urban Planning, 48(1/2): 83–97.and (2002) PECS Training Manual,and (2nd Edition. Pyramid Educational consultants UK, Ltd.2001) Meeting the Needs of Children with Autistic Spectrum Disorders. London: Fulton.and (1997) Imitation of Pretend Play Acts by Children with Autistic Spectrum Disorders and Downs Syndrome. Journal of Autism and Developmental Disorders, 27: 365–383., , and (1997) Good Practice in Implementing the Pre-school Curriculum. London: Nelson Thornes.and (1994) Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction. London: David Fulton.and (2001) A Practical Guide to Intensive Interaction. Kidderminster: BILD publications.and ([Page 118]1983) Play. In Mussen, PH. and Hetherington, E.M. (eds) Carmichael's Manual of Child Psychology. Vol 3,, and (4th ed.New York: Wiley.1995) Structured Teaching in the TEACCH System in Schopler, E. and Mesibov, G.B. (eds) Learning and Cognition in Autism. New York: Plenum Press., and (1999) The Importance of Play. Good Autism Practice. September, 23–41.(2002) Developing Play and Drama in Children with Autistic Spectrum Disorders. London: Fulton.and (2003) Venturing into Play – A Play Skills Profile for Children with Autism Spectrum Difficulties. Interactive Connections http://www.interactive-connections.co.uk(2003) Writing and Developing Social Stories: Practical Interventions in Autism. Buckinghamshire: Speechmark Publishing Ltd.(2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report. London: DfES and Institute of Education, University of London., , , , and (2004) Developing Play in Children with Autistic Spectrum Disorders. Educational Psychology in Practice. 20(3): 195–206.and (2005) Play and the reduction of challenging behaviour in children with ASD and learning disabilities. Good Autism Practice. 6, 2: 75–80.and (1981) Symbolic Play and Language Comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20: 318–337.and (1978) The Warnock Report (1978) Special Educational Needs Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. London: Her Majesty's Stationery Office.(1998) Like Colour to the Blind. London: Jessica Kingsley.(2001) Involving Parents in their Children's Learning. London: Paul Chapman Publishing.(1987) Syndromes of Autism and Atypical Development in Cohen, C. and Donnellan, A. (eds), Handbook of Autism and Pervasive Developmental Disorders. New York: Wiley.and (1999) Play and Imagination in Children with Autism. New York: Teachers College Press.(