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Most children go out in the playground to relax, socialize, eat, drink, go to the toilet, run around and come back to class refreshed.
Unfortunately for many children with ASD, the playground is the most stressful part of their school day. For some students we may need to put in structures to help reduce the anxiety of the playground. (This also includes “outside play” in the early years: Preschool, Daycare etc)
Some ideas to try & thoughts on play
v Clubs : Chess Club, Music etc
v Circuit/ Schedule of Activities using visuals. This should also include drink, toilet, line up
v Safe Area: If children have a repetitive action, or ASD behavior they do to calm themselves during the break you may need to designate a safe area for this activity. I recommend within view of a teacher
v Smaller Areas: Many playgrounds are BIG areas where the rules change depending on the area. For example the oval may have different rules to the asphalt. You may need to just start with one area and teach how to play in that area, the suitable games that are played and appropriate and allowed interactions. Then add a new area etc
v Shorten Beaks: The break may be too long. Some children are okay in the first short break, but lunch is too long, so children may need a shorter time in the playground. (An indicator of this is an increase of undesirable behaviors in last part of play, see list below for suggestions as to what “form” these may take)
v Activity Box: Many schools give out physical education equipment (balls, hoops etc) but not all students find these easy activities, as most require good gross motor skills. Put out a box of books, lego, a mat with cars/blocks, dinosaurs, pokeman cards, box of books, drawing table – these are just a few ideas to get you started. I particularly find this wonderful when children say “I do not have anyone to play with!” you can say “Read a book from the book box.” There is often not just ASD children who are lost/confused at breaks. Having out a range of activities ensures a “meeting point” for these children. It always warms my heart to see two children reading a book together or sitting drawing together who five minutes earlier were upset as they had no one to play with. It is much easier to direct to an activity than trying to find a “child to play with”
v More Ideas: The Early Years pp 59-66 Making it a Success pp 99-101; Essential Guide to Secondary pg 68
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