Play Props in DIR Model
Children
with Autism Spectrum Disorder (ASD) find it difficult to connect with other
people emotionally and intellectually and may need individualised and intense
assistance. The DIR Model/ Floortime method incorporates a play-based,
problem-solving interaction experience between the child and the caretaker.
The Floortime method is a practical component of DIR model. It involves specialized activities that are crafted to assist autistic children with their sensory and cognitive development. DIR/Floortime teachers and therapists use several play props to sharpen the minds of children with ASD, such as:
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FUNCTIONAL TOYS
Children with ASD face difficulties when processing sensory information. This is called 'sensory sensitivity'. Specific functional toys stimulate the sensory and motor skills of these children. Musical toys, books with foil or cloth attached to them, toys with bumps and furs, playdough, and squishy balls can all help children manage these tactile sensations.
Some children are more sensitive to touch while others are more sensitive to sound or light. Therefore, these toys must be chosen to suit each child's sensitivity and competency.
These functional toys help children relate their internal settings externally. Playing kits for garage tools, road signs, and dummy vehicles are all examples of toys that can help children connect playtime activities with what they see outdoors.
Children with ASD face difficulties when processing sensory information. This is called 'sensory sensitivity'. Specific functional toys stimulate the sensory and motor skills of these children. Musical toys, books with foil or cloth attached to them, toys with bumps and furs, playdough, and squishy balls can all help children manage these tactile sensations.
Some children are more sensitive to touch while others are more sensitive to sound or light. Therefore, these toys must be chosen to suit each child's sensitivity and competency.
These functional toys help children relate their internal settings externally. Playing kits for garage tools, road signs, and dummy vehicles are all examples of toys that can help children connect playtime activities with what they see outdoors.
·
BUILDING BLOCKS
Allow children to put together pieces of building blocks and give rise to new form-free creations. Once children have completed their own creation, direct them to constructing something new. Autistic children find difficulty in following oral and visual instructions, so the process of constructing a specific object by adhering to certain directions will help reinforce these skills.
Construction toys like wooden or plastic building block sets, detachable doll houses, toy towns, jigsaw puzzles and brain games – can all help children with ASD employ visual and organizational skills.
Allow children to put together pieces of building blocks and give rise to new form-free creations. Once children have completed their own creation, direct them to constructing something new. Autistic children find difficulty in following oral and visual instructions, so the process of constructing a specific object by adhering to certain directions will help reinforce these skills.
Construction toys like wooden or plastic building block sets, detachable doll houses, toy towns, jigsaw puzzles and brain games – can all help children with ASD employ visual and organizational skills.
·
ART PLAY
Letting children paint their imagination on canvas is the most effective way to enhance their cognitive and motor skills. It strengthens their socialization and boosts their sense of empowerment. Color recognition improves their observational skills.
Sensory table is specifically designed to let children play freely with crayons, water colors, finger paints, clay, brush, etc. The children are deliberately roped into squashing, sieving, sorting, and getting messy in order to engage their audio-visual and tactile ability.
Letting children paint their imagination on canvas is the most effective way to enhance their cognitive and motor skills. It strengthens their socialization and boosts their sense of empowerment. Color recognition improves their observational skills.
Sensory table is specifically designed to let children play freely with crayons, water colors, finger paints, clay, brush, etc. The children are deliberately roped into squashing, sieving, sorting, and getting messy in order to engage their audio-visual and tactile ability.
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PLAYFUL OBSTRUCTION
This technique increases a child's ability to cope up with distraction and abrupt changes. It includes blowing soap bubbles, bouncing a light ball, tying things together with rubber bands, and tapping a toy when the child is playing.
The child is interrupted in a playful manner. This interruption usually follows four steps:
a) warning the child about interruption
b) playfully interrupt the child's play
c) wait for the child to react
d) respond to the child's reaction
It is necessary to have an anticipatory phrase because our aim is to have a healthy interaction with autistic children and not to startle them with an abrupt change.
This technique increases a child's ability to cope up with distraction and abrupt changes. It includes blowing soap bubbles, bouncing a light ball, tying things together with rubber bands, and tapping a toy when the child is playing.
The child is interrupted in a playful manner. This interruption usually follows four steps:
a) warning the child about interruption
b) playfully interrupt the child's play
c) wait for the child to react
d) respond to the child's reaction
It is necessary to have an anticipatory phrase because our aim is to have a healthy interaction with autistic children and not to startle them with an abrupt change.
Playing can help children with ASD learn social interaction and language skills. An effective use of above mentioned props can assist parents and teachers exercise 'intervention technique' from DIR Model. Thus, these props should be employed with a supportive attitude, sharing the child's amusement.
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