Autism Therapy: recess

definition of recess: Period during the school day when children are allowed to play freely.

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Research in Autism Spectrum Disorder, by Machalicek, W., K Shogren, R Lang, and and M Rispoli, MF O’Reilly JH Franco Sigafoos J., published in 2009, summarized Dec 23, 2009

Activity schedules may increase appropriate play during recess for children with autism.

Some children with autism may have problems during school recess. For example, they may have poor social skills, which makes it hard for them to join in play with other children, and they may have more problem behaviors. This study asked whether teachers might be able to help children with autism by providing some structure or guidance during recess. Three children (6-12 years old) were given activity schedules that used photos of activity choices during recess. Matching photos were also placed on the play equipment as a label. During recess, the boys picked three activities using the photos, and then the teachers would use guidance to help them follow their plan. The guidance from teachers helped all 3 boys stay engaged in play activities and they had fewer problem behaviors during recess.


J Autism Dev Disord, by Harper, CB, Symon JBG, and Frea WD, published in 2008, summarized Jul 29, 2008

Peers and teachers can join together to teach social skills to children with autism during recess.

This study looked at whether or not a type of applied behavior analysis (pivotal response training) could be used to teach play skills to children with autism. The therapy plan used peers to teach social skills during recess play time. The program involved peers (two peers per child with autism) who were trained to give responses. The training of peers and teachers took two weeks. Both children in the study improved their social skills during recess time.


Journal of Poetry Therapy, by DelValle, PR, McEachern AG, and Chambers HD, published in 2001, summarized Oct 21, 2006

This article gives an overview of social stories and how parents and therapists can use social stories to help autistic children improve their social functioning.

Because most children with autism have difficulties with social interactions and understanding the emotions of others, social situations can be confusing for them. By spelling out the behaviors and perceptions of others in the social environment in a step-by-step way, the authors state that social stories can help reduce anxiety and improve behavior in everyday situations like lining up after recess or going to the grocery store. The authors describe how techniques like reinforcement (a tool of applied behavior analysis or ABA) can be used to help maintain the desired behaviors described in the social story. Much of the article contains examples of problem behaviors and the social stories that can address them.


Kids and young adults with autism may often need a summer “bridge” between one school year and the next. The Philadelphia School District is helping several organizations with extended school years as well as camp-like situations. This article highlights several of the opportunities that students with special need have to prepare themselves for the next academic year. The Vanguard School is an extended school year program that provides math, reading, and vocation skills. Summer L.I.F.E. (Learning is for Everyone) helps children with special needs and neuro-typical children learn a level of independence for real world success. Camp Hope is a one-week camp for young adults to practice independence along with cookouts, recess, and swimming. Many of these students receive the extended summer training as part of their individualized education plans (IEPs).

Read original article: Summer School: The Essential Bridge


Anchor Bay School District is training their educators to be autism team members. Elementary school teachers, administrators, social workers, including several from Sugarbush Elementary, created plans, handbooks, and sensory boxes so that children with autism could remain in general education classes as much as possible. Autism team members returned to their schools to educate the remaining staff. Areas of focus include handling transitions from class to recess to lunch, using social stories, and visual schedules.

Read original article: Anchor Bay Expands Approach to Autism


Touchstone Behavioral Health has a program called Playground Partners that works during recess with kids with autism. Therapists work with the children on activities designed to promote communication and social interaction. Recess-turned-education is ongoing at several schools in Arizona. Parents and therapists both say they’ve noticed increased teamwork and friendships among the kids. Playground Partners is not just limited to children with autism, but to any child having social interaction difficulties.

Read original article: Program Helps Autistic Kids Benefit From Recess



Please comment on this autism topic.

Responding to recess:

Apr 9, 2010 by Anonymous

I have found that many school teachers and administrators are taking away recess as a consequence to excessive "behavior" or meltdowns or difficulty with non structured time.  Most kids really need their recess.  Any studies or articles on it?


Drinking buddies

Aug 31, 2009 by Anonymous

Well, I was worried about the wrong kid.
How long did we wring our hands and experience gut-wrenching anguish over Thomas’ surely difficult and confusing transition to all-day, eat-lunch-at-school first grade? On the first day of school, he kissed me goodbye and walked in the building. Okay, so long! See you later! Hayley, on the other hand, was rather upset, sobbing loudly. I have a bit of a dilemma on my hands that I have to drop Hayley off at the Kindergarten entrance and Thomas gets dropped off at the First Grade entrance. So on the first day, it was pouring outside (naturally) so we had to walk into the hall. I left Hayley, who wasn’t listening to me and when I told her that I’d be right back after I found out where Thomas needed to go. I walked about ten feet away when I heard her crying. One of the aides who knows Thomas offered to take him to his class so that I could stay with Hayley, which I did, until it was time for me to leave her. She was crying – loudly and a lot.
Jonathan and I were completely confused by this behavior. Hayley had been in that classroom once every week for the past school year! However, Jonathan made the sensible point that I had been with her the whole time she was there. This was the first time I left her there. Okay, that makes sense. Anyway, Hayley stopped crying shortly after I left and ended up having an okay day. Since it rained for the first three days of school this year, Jonathan was able to pick up the kids with me which was nice for him and the kids. Thomas was very excited to see Jonathan after his first day of school. We immediately noticed that Thomas had forgotten his lunch box and home folder so we had to go back in for them. His teacher said that he did a fine job and the social worker said that the few times she poked her head in the room, he was doing great. So Thomas is off to a surprisingly smooth start. Of course, I remember last year when there was a “honeymoon period” right at the beginning of the year and then things went downhill a bit. I might be remembering a couple years ago when Thomas was in preschool. I don’t know. I just hope we keep grooving like this.
Thomas is doing fine eating lunch at school, although he rarely finishes. I guess he eats like Jonathan – slooooooowly. Most days, he brings his bag home with leftovers. He always asks for a snack when he gets home which is not that weird – most kids have after-school snacks. But I hope he’s getting enough time to eat. Rather, it’s probably that he doesn’t stay focused and eat when it’s time to do so. He might be socializing with the two girls he sits next to. Anyway, he likes recess and he likes eating lunch at school. We’ve managed to put other edible (to Thomas’ standards) items in his lunch box so that we don’t have make pizza every night to put in the lunch box the next day. He eats chicken nuggets and chicken sandwiches too. We put a juice pouch or chocolate milk in there along with maybe a granola bar and fruit snacks. The fruit snacks are always finished when we get his lunch bag back. It’s usually the nuggets, pizza or sandwich that is half-eaten.
Part of the program in first grade is learning to read, so we have to read with Thomas for twenty minutes every night. I have modified this program to reading one book at night. Making Thomas try to do anything he doesn’t enjoy for twenty minutes is frustrating for him and us. He’s able to recognize words when prompted, so he’s got a good foundation. I just wonder when he’s going to start trying to sound out words on his own. He makes the word sounds but doesn’t put them together. And then there’s Hayley, who’s prone to know-it-all-ism, hanging over my shoulder, shouting, “Mommy! I know that word!” It’s hard getting her to keep quiet while I’m trying to get Thomas to read. I’ll have to put her in her room while we’re trying to read from now on.
It’s hard, too, to try and get everything ready for school on nights when I work. I try to get lunches made and homework done before I go to work at 5 p.m. But I suspect I’m preaching to the choir of my readers here…I don’t even work full-time, so I have little room to complain about trying to keep everything running smoothly. Things are going well for me at work, though. They really seem to like me and I won Employee Of The Month while we were in Florida and they want me to start training new people as a “Neighborhood Expert” which I am not officially yet as I have to attend some sort of “expert camp” or retreat or something before. At least it’s nice to be appreciated.
One funny story and then I’m off to collect Hayley from school: The last time the kids were at the cottage, they went out for ice cream. Hayley and Grandma ordered the same flavor, so Mary said that they were “ice cream buddies.” Fast-forward to this past Friday when Hayley and Thomas both chose to have grape Kool-Aid for dinner. Hayley looked at her cup and his and declared, “Thomas! Look! We’re drinking buddies!” Jonathan and I laughed until there were tears in our eyes.


A magical vacation...

Aug 20, 2009 by Anonymous

Okay. Here goes.
We had a wonderful vacation. I can only say that now, a few days later, after I’ve been given time to ponder and reflect. I wrote a blog on the airplane home, but after reading it now a few days later, I think it was a little harsh so I’m doing a re-write. I liken it to childbirth. After the baby is out and you’re thrilled to be a parent, you don’t really remember the agony of it all. You even start thinking about when you’ll have another one.
To be honest, most of the trip was exhausting to us. We learned a lot, which is a good thing. We’ll do things a bit differently next time, whenever that turns out to be. We think the kids had a great time; at least they’re saying that they did now. They were not very well-behaved for a large portion of the vacation. In fact, Donald Duck himself had to break up a fight between Thomas and Hayley at Chef Mickey’s at the Contemporary Resort. We were suitably mortified, I can assure you. We were, needless to say, disappointed in the kids and their behavior. We had hoped that they would be magically wonderful, since every Disney employee we ran into wished us a “magical” day. Even when I called the front desk for extra towels, I was wished a “magical” evening. I should have asked for “magical” towels.
There were two main pieces of advice that we received prior to our vacation that we should not have taken as gospel truth. The first was that autistic children can improve dramatically (magically!) while at Disney World. I really thought that this would happen for Thomas, since he is one of those kids who requires more stimulation than other kids. And Disney World is sensory overload extraordinaire. I’ll just say that Thomas has never acted more autistic in his life. I was quite disappointed. I’m not saying that I thought we’d spend ten days (too long, by the way, but more on that later) in Disney World and come home with a cured boy, but I at least thought that he might be better while on vacation. He was worse. And his badness rubbed off on his sister. Hayley copped an attitude most of the time which I’m sure has nothing to do with the fact that every Disney employee who crossed her path called her “princess.” I was called princess a couple times, but I know I’m not a princess. Trust me, I know. For Hayley, the jury in her brain is still out.
The second thing that we were told to do over and over again by everybody we talked to was to take a break in the middle of the day. Go back to the room, go swimming, take a nap, have a snack, re-charge the old batteries and then go back to the parks in the evening, fresh as daisies. Here’s what happened to us: We got on the bus to go back to the hotel, and during the bus ride the kids fell asleep. We made the trek back to the hotel room where the kids, having rested quite enough on the bus, would be bouncing off the walls just as Jonathan and I wanted to curl up and take a nap. Ha! So we maybe would take them swimming or watch cartoons for a while and then head out again. So this way, the kids were great for the rest of the day but Jonathan and I were completely frazzled and every little thing the kids did wrong set us off. The grown-ups were the cranky ones by day’s end. So some of the best days we had were ones where we went all day long, taking for our “break” a sit-down meal for lunch.
Despite our “go all day long” routine, I managed to pack on twelve pounds! Yes, despite walking around in the hot and humid Florida sun, sometimes toting a child on my back, I managed to gain several pounds over the course of the ten days. I can sum it up in two words: brownie sundaes. We did the basic Disney Dining plan which included one snack, one “quick-service” (fast food) meal and one sit-down table-service meal per person per day. Both the quick-service and the sit-down meal included a dessert for adults. Well, what are you supposed to do but order the dessert and scarf it down? We’d already paid for it! Next time, we think we’ll skip the dining plan, although it was very nice not to have to budget for food which can be a very inexact science. The food was all paid for before we left so that any extra money we brought could be used for incidentals and suchlike. We actually spent very little cash because we didn’t have to pay for food while we were there.
Again, in hindsight, it was a wonderful vacation but not without its ups and downs. We thought the kids would be better than they were. At the end of the trip, we decided that the kids were still a little too young to truly appreciate what they were enjoying. I don’t mean that we expected them to sit us down, look us in the eyes and say, “Mom, Dad, we know just how great an undertaking this has been for you, we understand the cost involved and we truly appreciate everything you’re doing for us. We will always treasure this time with you in our memories.” I don’t think I’ve even said that to my own parents now, who took us all to Disney World when I was in eighth grade. I can say that I have a huge appreciation for them having done it, and I understand what kind of planning and budgeting went into it.
Also, as I hinted at before, ten days was just straight-up too long. Next time, we’ll stay for maybe a week and get better accommodations. The All-Star Movies Resort was fine, but it was clear that it was Disney’s version of the nosebleed section given its proximity to the parks and the clientele. It was rather noisy and we dealt with rude people a lot. Really, at Disney in general, it’s every family for themselves, and those who realize this sooner rather than later will have a better time in general. Jonathan and I, being pushovers, care about other people’s feelings and were shocked at some of the rudeness we witnessed.
So next time – this hypothetical “next time” – we’d stay for shorter in a better hotel, rent a car so that we weren’t constantly at the mercy of the Disney Bus System and ditch the dining plan so that we could eat (less) outside the World and probably spend less. Everything at Disney is so expensive! I read that Disney will ride a money horse until it drops and boy, was that ever true! Plus, if you do the Dining Plan, Disney’s got you – all your money and you’re never leaving the parks until they shuffle you onto the bus to the airport and drop-kick your luggage to its final destination, and they don’t really care where that might happen to be. Our bags did show up, but somewhat smashed.
So that was our trip. If you have any questions, let me know. Now, we gear up for school! Hayley had her kindergarten assessment with Mrs. H. yesterday and she did a swell job! Pre-school really paid off in that respect. After her little interview, we went and visited Thomas’ new classroom and saw his teacher again. After seeing his teacher and class again, Thomas is much more…okay…with going to first grade. Plus, I told him that I’d make him cold pizza to eat for lunch. So that was great! I feel like he’ll be okay now and that he understands he’ll be at school all day and eat lunch with his friends. He’ll get a recess which will really help him out and Mrs. H. said that he will have sensory breaks in her classroom a couple of times per day or as needed. Thomas was pleased to hear that. When we were in his new classroom, he noticed many similarities between his kindergarten room and the first grade room which made him very happy. There was a chart on the wall for the weather, lots of numbers to count the days and the old “green-yellow-red light” cards on the wall to track everyone’s behavior.
As we walked home from school, I asked him again how he felt about it. I said, “So how do you feel about first grade now? Do you think you’ll like it?” He replied, “I think it’ll be great!” I really, REALLY hope he means it! School starts next Wednesday.
I can’t wait, for my own sake. It’s been one hell of a rough summer.



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