Creating Together: Puppet Making for Imagination & Learning

on Jun 17 in Creative Interventions, Parent's Corner, Sensory Intergration by

Most typical children naturally love to pretend play and intuitively use their imaginations at a relatively early age. We see this in normal development the strongest around 3-6 years of age. A child may pick up a toy car and “pretend” it is driving up and down the furniture; he may joyfully make sounds to indicate the car’s speed and motor. As the child becomes more mature and develops relationships in the world, he might race the car and tell us a story about who is in the car, where they are going and other details. Children learn about their world through play and then are able to develop healthy imaginations.
Children with Autism very often have challenges in developing healthy imaginations as well as engaging in purposeful or imaginative play. This, in addition to communication and socialization is an area that the creative therapies can help with. By engaging the child creatively and meeting them where they are, we can bring out their own interests and help them develop this skill in fun ways.

Puppet making is a great activity that combines art and play together! There are very simple ways to make puppets that can be executed by artists and novices alike. There is even pre-cut fabric or paper “blanks” that can be used as starters from various school supply or art supply vendors. There are a variety of styles such as paper bag puppets, sock puppets, finger puppets, stick puppets or glove puppets to name a few. Here is a link for a simple paper bag puppet in which all you need is a small brown bag, computer printer, scissors and glue: http://www.dltk-kids.com/crafts/teddy/mbearbag.html

There are many different styles and ways to create puppets and it really doesn’t matter which one you choose. The goal is to work together and encourage the child to be creative and imaginative with both the act of making the puppet and then with playing afterwards. A visual reference is always good to have, so making a sample puppet ahead of time might be helpful or having a picture. However, do try to promote creative changes as the child makes their own puppet. Verbal feedback is a good way to support the child’s efforts. Saying, “Oh, I like the way you used blue hair on yours instead of brown, it’s so fun and bright!” As you are creating the puppet with the child there may be opportunities to start “pretending” by making voices or giving the puppet a name.
After the art making, the play can begin. At first, some children on the spectrum may not join in but rather observe the play, or just not be paying attention at all. This is ok; you may have to play for them instead of with them in the beginning. Eventually, they may become curious and try some things with the puppet. Even if it doesn’t seem to make sense, follow their lead and go with it.

At some point, the puppets may be a projection for the child’s feelings and thoughts. Although some children with ASD may not have the verbal skills to express it fully, they may be able to have the puppet make a sound, or do a dance or gesture. The storytelling or the imaginative play can very often reflect some real issues ultimately. So, while having fun and letting the child explore with the puppet, the therapist or parent may be able to pick up on some things that otherwise may have not been noticed. But ultimately, it will be a fun activity that can open up the child’s creativity and help develop imagination and play skills.

Art Therapy for Sensory Integration

on Jun 14 in Creative Interventions, Parent's Corner, Sensory Intergration by

Creative art making can offer unique ways for children togain a sense of control and mastery of their environment, grow in self expression, self awareness and self-esteem. This holds true for children with special needs, ASD (Autism Spectrum Disorder), and other developmental issues as well. However, these children very often have “sensory” issues or sensory integration disorder which can affect their responses to various art materials. That is why it is important to have a trained and credentialed art therapist or related professional assess the child and create a customized program that can help the child with sensory issues while at the same time engage in creative expression.

Children may experience deficits in one or several sensory areas; the most often observed is visual processing, auditory processing, and “tactile defensiveness” (an aversion to certain textures and touching). Art making with an experienced therapist can often break through these issues in a fun and non-threatening way; enabling the child to experience new and creative expression.

Visual Techniques:

 

Art making is obviously a visual modality, but those children with visual processing issues may need adaptations, concrete steps, and prompts in order to follow effectively. Sometimes using a page border helps contain the image making. Using dark colors on white paper or white chalk on black paper can create maximum contrast. Utilizing thicker crayons and markers can build a stronger visual focus. Also, the therapist can incorporate dotted lines as a “starter” for the child to trace around lines or shapes. Another processing technique is to present materials in a clock-like manner one by one; avoiding too many materials in the working space.

Helpful Techniques for Auditory Processing Difficulties

  • Combine verbal instructions with sign language or hand motions
  • Make sure the art making activity is presented in a quiet room or area
  • Utilize pictures or “samples” of a particular art project when giving directions
  • Use visual cues when transitioning from one activity to another along with instructions
    (such as flashing lights on and off in the room)

What is Tactile Defensiveness?

The main cause is neurological disorganization in the midbrain region of the brain which is basically responsible for filtering incoming stimuli, and, may not sufficiently screen out all extraneous tactile stimulation causing the child to perceive the input as extreme and uncomfortable.  The central nervous system ability to process tactile sensory input is distorted causing the child great discomfort. Their brain may register subtle sensations as extreme irritation or even painful and he may respond in an abnormally reactive way such as grimacing or pulling away from the stimulus.

Sensory based art making is a fascinating modality that allows children to engage in creative expression with no pressures. Using this approach, an Art Therapist can assess the severity of tactile issues and can help the child build tolerance in this area. Depending on the nature of the tactile defensiveness, the art therapist can use materials within the art making or as a separate activity of just playing with the materials; this starts the process of de-sensitizing the child in a fun and non-threatening manner.

Here are some art and play materials that are often used:

  • Cornstarch and water play (creates a “gooey-like substance)
  • Feathers, chenille, pom-poms to create “texturecollages”
  • Water-play using food dye and various containers
  • Play dough, putty, and other modeling compounds
  • String, felt, other craft materials
  • Sand –art
  • Shaving cream finger-painting
  • Rice, shredded tissue paper

The list goes on and the therapist can create recipes and projects that are tailored to the child’s interests to encourage engagement. The caution here would be to go slowly and not overwhelm or over stimulate the child with an abundance of tactile materials. Let the child take the lead and if the child responds negatively, make a note and try new materials.

 

 

Create Flash Cards to help Children with Autism Learn about Feelings

on Jun 11 in Creative Interventions, General Information, Parent's Corner by

Childrenwith Autism very often cannot fully comprehend feelings. They generally do not understand how to read facial expressions on others and how these expressions can indicate emotions. As a result, they have problems learning how to express their own feelings and then can become frustrated. This frustration can turn into meltdowns because they have difficulties communicating those feelings and then frustration grows out of control. One of the best ways to teach children with Autism to communicate feelings is to use or create visual aids so that they can begin to recognize these more fully.

Making flashcards together can be an effective way for children to relate and recognize feelings. Gather magazines, stickers, scissors, index cards and glue to create your own flashcards. You can use pictures of favorite characters and actors and then cut out each one and paste it onto the card. You can also use stickers of different characters. Then go through the flashcards with the child asking him how he feels about the different pictures. See the nonverbal reactions as well. You can write the correct emotion or feeling on the back and let him know what that emotion is. Or you can write it on the front to encourage the verbal.

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Challenges of Autism: Creative Strategies To Use Before the Meltdown

on Jun 11 in Behaviors, Creative Interventions, Parent's Corner by

Most children who are diagnosed on the autism spectrum have difficulty regulating their emotions and maintaining a calm state as we know. Children with autism and special needs go through similar emotional challenges as typical children do, but it takes them longer to get through them and it may take some creative techniques. In addition, it is sometimes difficult to recognize which emotions may be prominent in the child with ASD because sensory needs may look like an emotional or behavioral reaction.

Parents, teachers and therapists can help by recognizing the emotions and offering empathy when behaviors escalate. De-escalation is the key. By learning about the child’s sensory issues, and behavioral triggers wecan begin to recognize the signs before hand; and thereby help the child regulate and avoid an emotional meltdown.

If and when emotions become overwhelming to the child, try to acknowledge those feelings and not stop them from being expressed. Tellthe child that when he cries it is caused by a feeling and  that it will pass like a dark cloud. The sun will come out again, even though it feels like the sky is falling. Help him learn to take a few slow deep breaths when he first begins to feel upset.

In our creative arts therapy groups or in any other social skills or therapeutic groups, we can address these issues both in neutral times, when there is no upset as well as when a child in the group starts have difficulties. We can praise the children when we see them regulating themselves and we can offer mirroring for when we notice that negative behaviors are escalating.

Example

A child may start banging the table and fidgeting, so we need to recognize this behavior whether out of frustration or another sensory need and take it as a “sign”. We may reflect back to the child either verbally, “I see you are banging the table Johnny, sometimes it is hard to stay in our seats…. And you are doing so well…..” Or perhaps, non-verbally bang along with the child and create a playful interchange. (I have offered clay or model magic and that seems to work wonders for frustration control) However, that banging on the table could have in fact been a sensory need to move, or hear sound, or just feel the table against his hands. We may not always get it right, but we are still recognizing the need. In any case, as we get to know the children in our classes or groups we can distinguish their needs, emotions and behaviors.

Taking breaks and using sensory toys and art materials may help a child regulate when frustration levels seem overwhelming within the group. When a child needs that break, have an aide work with them for a set amount of time a little bit away from the group; not leaving the room entirely unless necessary. Then allow that child to slowly rejoin the activity when ready and then praise them for their efforts.