TAILIEUCHUNG - Playing, Laughing and Learning with Children on the Autism Spectrum - part 2

Andrew đã dường như không để ý lúc đầu nhưng dần dần ông bắt đầu nhìn chăm chú vào các bong bóng. Khi ông đã làm điều này mẹ của ông sẽ làm chậm trò chơi cù để cho anh ta tập trung vào các bong bóng. Trong các phiên họp, sự chú ý của Andrew dọn nhà giữa hai | Early Playing Skills Gaining Attention and Sharing Space 29 idea how to move this on yet were aware that somehow they needed to develop this pathway. First they increased the number of times they tickled and rough and tumbled. They had to let go of their idea that this is not how you would interact with a non-autistic child all the time. Then they began to pair the tickling with another activity - blowing bubbles. Whilst Andrew was being tickled by his mum his dad would start to blow bubbles. Andrew didn t seem to notice at first but gradually he began to look intently at the bubbles. When he did this his mum would slow down the tickling game to let him focus on the bubbles. During the sessions Andrew s attention would flit between the two and he began to touch a specific parent and seek out brief bursts of eye contact with them depending on which activity he wanted bubbles or tickles. The bubbles were then moved to follow a bout of tickling whilst Andrew was still very much with them and enjoying it . Andrew s parents found that he was still receptive to the bubbles and amazed them by reaching out and laughing whilst he tried to pop them. During this time his mum and dad built in long pauses to allow Andrew to communicate that he wanted the game to go on. They were always responsive to whatever gestures and speech attempts he made by saying More bubbles -yes If they felt he was moving into his own solitary space again they would try a tickle always responding to his lead. If he pulled away they would gradually tail off. If he responded they would keep going. Andrew was always left in control of the duration of the activity. After a couple of weeks Andrew responded to the bubbles without having to be tickled as well. Now Andrew s parents had a second pathway to access their son by associating new activities with the old pathways tickles and bubbles they continued to have positive results. The next thing they chose was a singing commentary. While Dad blew 30 Playing

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