2. BACKGROUND
Autism
Spectrum Disorder is estimated to
affect more than 2 million individuals in the
U.S. and tens of millions worldwide.
Loudoun County Public Schools – 742
students are identified as autistic.
In response, Loudoun County Public
Library developed a storytime program
designed for children who have
developmental disorders on the autism
spectrum.
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3. BACKGROUND (2)
Autism is also known as ASD, Autism Spectrum
Disorder.
“A child may not have the same symptoms and may
seem very different from another child with the
same diagnosis. It is sometimes said, that if
you know one person with autism; you know
one person with autism.”
Source: Autism Speaks
http://www.autismspeaks.org/sites/default/files/sctk_about_autism.pdf
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4. BACKGROUND (3)
These are sensory storytimes vs. “regular”
storytimes.
Includes sensory activities but this is not
therapy.
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5. BACKGROUND (4)
What do we mean when we say “sensory?”
External
Tactile
Auditory
Visual
Taste & Smell
Internal
Proprioception – muscles & joints
Vestibular – movement, balance, & coordination
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6. PROGRAM RESOURCES
Library collection (books and CD’s)
Local organizations & agencies
Staff!
Websites
Vendors/Suppliers
Boardmaker software
Weighted
Snakes
“Fidgets”
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7. ROLE OF LIBRARY STAFF
We
are supplementing, enriching , and
extending children’s literacy development
We complement school instruction, we do not
provide instruction, remediation, or therapy.
Our role is to facilitate and support children’s
learning.
Our role is also to create a setting where
children have a positive, life-enhancing
experience in the library.
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8. SOME KEYS TO SUCCESS
Positive,
Supportive, Encouraging
Predictable and Structured (for the children)
Flexibility (for the staff)
FOCUS =Children vs. “teaching”
Community partnerships
The parents
Having a reasonably sized group
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9. OPEN DOOR COMPONENTS
Books!
Visual Schedule
Use the same opening and closing routines
Breathing
Weighted lap snakes, “fidgets”, carpet squares
Big Mack switch
Flannel board
Props
Music & Rhymes
Movement
“Meditation”
Unison Reading – “read along”
Social Time
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12. •
•
We sing the same song each
storytime.
Children say their names
while seeing their reflection
in the unbreakable mirror.
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13. “Balloon Breath”
Breathing
Use “toys”
•Cotton balls/pompoms/feathers/ping pong balls
•Straws
•Scarves
•Tissue paper
Use resistance: Beanie Baby or other objects on belly
Use imagery: “Blow up like a balloon.” “Smell a hot cookie, blow to
cool it off.” “Smell a flower, blow away a bug.”
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14. •
Parents help pass the
switch.
• Use a book with a
repeating phrase or
word.
“Not by the skin of
my finny fin fin!”
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19. Sung to : “Skip to My Lou”
Fish, fish, swim up high,
Fish, fish, swim down low,
Fish, fish, swim so fast,
Fish, fish, swim so slow.
Using a song on a CD:
Walking, Walking
Walking, walking, walking, walking
Hop, hop, hop. Hop, hop, hop
Running, running, running.
Running, running, running.
Now let’s stop. Now let’s stop!
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20. Two little black birds
Sitting on a hill.
One named Jack,
One named Jill.
Fly away Jack,
Fly away Jill.
Come back Jack,
Come back Jill.
Gray squirrel, gray squirrel,
Swish your fluffy tail.
Gray squirrel, gray squirrel,
Swish your fluffy tail.
Wrinkle up your little nose
Hold a nut between your toes.
Gray squirrel, gray squirrel,
Swish your fluffy tail.
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24. This is a nice way to share a story. Especially for the
kids who have visual impairments. They can have the
book close to them so they can see the illustrations.
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25. •
•
Utilizing instruments provides
a way to reinforce the musical
experience and help make it
lots of fun!
A wonderful way to express
themselves non-verbally.
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26. Our ending routine includes a “goodbye
song”, a with a walk on the sensory beam
and some bubble popping.
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28. INCORPORATING SENSORY ELEMENTS
INTO ANY STORYTIME
Make specific items/elements a regular part of every storytime.
• Use the BIGmack switch in your opening/closing song.
• Reread a book in unison
• Repeat a book as a flannel
• Seating - Use carpet squares; rug; or Educubes
• Breathing for transitions
• Tactile items – cotton balls; sandpaper
• Add a visual schedule
• Use the sensory beam at the end of every storytime as
your closing activity.
If time allows, have “stay-n-play” at the end of your storytimes.
Bring out the toys, puzzles, soft balls, etc.
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29. PROGRAM FEEDBACK
“I’m
so glad the library is doing
this for our special kids.”
“What a wonderful, much needed
service for our area!”
“It is nice to have a place where
people don’t look at us funny for
the odd way my daughter behaves.”
“We really enjoy coming to the
library!”
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With the May 2013 publication of the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella diagnosis of ASD. Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.
According to Autism Speaks: Autism Spectrum Disorder is estimated to affect more than 2 million individuals in the U.S. and tens of millions worldwide.
1 in 88 American children ASD
By comparison, this is more children than are affected by diabetes, AIDS, cancer, cerebral palsy, cystic fibrosis, muscular dystrophy or Down syndrome – combined.
prevalence rates have increased 10 to 17 percent annually in recent years
11% of all special education students in LCPS are identified on the autism spectrum. (10% of all LCPS students are identified as “special education” *District profile*
The LCPS Child Find Center screens children between the ages of 2 – 5 for developmental progress
Characteristics
Difficulty expressing needs verbally
Laughing or crying for no apparent reason
Difficulty interacting with others
Little or no eye contact
Unresponsive
Obsessive attachment to objects
Sensory integration problems lead to over or under -activity
Like regular storytimes which incorporate the research and practices of ECRR (Every Child Ready to Read), sensory storytimes incorporate books, songs, and movement activities.
But they also combine these activities with the research and practices from the Sensory Integration Theory, developed by Dr. A. Jean Ayres for children w/learning disabilities, later applied to children w/ASD
Open Door Storyime incorporates the research and practices of both ECRR and Sensory Integration Theory.
Sensory Integration and the Child, first published in 1979, latest edition 2005
Sensory activities may include:
Touch = Light touch of various textures; deep pressure w/weighted blankets “snakes”; playdough; painting; props
Auditory = Big Mack Switch; music; instruments
Visual = Flannel board; books; props
No taste! Allergies!
Smell = I avoid any scent, indirectly through Playdough; painting
Internal: Therabands; pushing Educubes; crawling through tunnel; balls; balance beam; yoga; dance; movement games w/props
Bibliography - The Out of Sync Child Has Fun (book)
Movement Based Learning for Children of All Abilities (book)
Resource List – Charlotte-Mecklenburg Library Online Learning Archive
Autism Speaks; LCPS Child Find; LC PRCSR; Parent Network Group for the Arc of Loudoun; LCPS Special Ed Advisory Committee; Radiant Child Yoga -- Yoga for Children with ADHA, Autism & Those Who Are Differently-Abled
We are not “teachers” or “therapists” – we do not have a specific curriculum!
Supplement
Enrich
Extend
Complement
Facilitate
Support
Positive
Life-enhancing
Always … create an environment that is positive, supportive, and encouraging through activity and interaction
Remember primary focus is on the children in the room not the just the content.
“embrace chaos”. That takes practice for some people, but is so worth it when you are enjoying yourself along with the kids and families.
Some things are the same as a regular stoytime.
Open Door has elements that are unique and are repeated every storytime.
Samples from Boardmaker software, some elements of a typical Open Door Storyime
Heather:
Posted signs, preview at beginning of storytime. As completed, remove and place in “Done” envelope.
Sing our hello song while holding the mirror
If children are non-verbal, parents introduce child.
Increase awareness of breath capacity, rhythm, and control.
Different toys help control rate and force of breath, lip closure and tongue position affecting speech and articulation
Hands on to feel ribcage, resistance when lying down place a beanbag or Beanie Babie; book or stuffed animal on belly. Watch it rise on inhale and lower with exhale.
Imagery as relevant to your storytime theme.
The switch allows all the children to “read”. Also, provides tactile stimulation as well.
“games” – flannel board activities; guessing games; etc.
Emily and John are playing the raindrops in the cloud game. Raindrop cards have pictures of different words that start the letter “R” They take turns pulling a card out of the “cloud” and saying the name of the item depicted on the card.
Olivia & Naya are playing From Head to Toe, a commercially available game. They choose a card and complete the action depicted on the card
You can also use flannelboard games: Little Spot so short and fat are you under the ______ mat?” Create different colored “mats.” Hide a Spot figure under one of the mats. Repeat rhyme, point to mat, children say color name, pull mat off flannelboard, continue until Spot is revealed.
Share adapted books…
Dog’s Colorful Day: Children place color dots on “dog” while you read story.
Place story figures on flannelboard
Other examples: Where’s Spot w/velcro pieces under flaps
From Head to Toe: Cover the body part words with transparent yellow tape and circle body part in illustration.
Use with songs, rhymes, or to hold during story.
Typically include 3 stories.
Examples of songs. Simple songs we can sing (piggy-back tunes)
AND using commercial music while we sing along and move.
Examples of fingerplays and action rhymes
Ten Little Dogs
Two Little Eyes
Proprioception: Provides information about where our body parts are in space. Informs us about how much pressure we must exert on an object.
Resource List -- Examples of theraband activities can be found online: http://www.thera-band.com/UserFiles/File/Resistance_Band-Tubing_Instruction_Manual.pdf
Move to music; chants; rhythms
Standing:
Oliver Twist
Head, Shoulders, Knees, & Toes
Sitting:
There’s a Dog in the School
Vestibular Movement: Provides information about where our body is in space. If we are moving, or our surroundings are moving and the speed and direction of the movement.
RESOURCE: Movement Based Learning for Children of All Abilities” by Cecilia Koester
Many benefits:
Increases awareness of body, awareness of self
Improves gross and fine motor skills, coordination, balance
Facilitates motor planning
There are CDs available or create your own rhymes or narratives.
Improves attention span, the ability to sit still and concentrate. Helps removes anxiety.
Breathe in, then touch fingertips sequentially (or tap fingertips together) and say, on each fingertip:
“Free to be me.” Breathe. Repeat 5 times.
Requesting multiple copies, may repeat book from beginning of stoytime, board books
All children are musical. They are instinctively drawn to musical sounds and rhythm.
Non-verbal children will frequently attempt to vocalize while playing an instrument with music.
Good way to transition to playtime.
Easel painting; play-dough; water/sand table
Sample toys = balls, tubes, dog house, puzzles, etc.
Parents have an opportunity to support each other.
Considerations – group size, funding,
I have formally solicited feedback twice. I used Survey Monkey, and also encouraged families to comment via email.
I send out “registration is open” emails two weeks prior to the program.
For the first year, I sent to everyone who ever attended or registered for the program. After the first year mark, I “weeded” the list – removed the families who had not attended in the last six months.