For Kids

DISCLAIMER – The Autism Resource Foundation provides general information to the autism community. The information comes from a variety of sources, and the Autism Resource Foundation does not independently verify any of it, nor does it necessarily reflect the views and/or opinions of the Autism Resource Foundation. Nothing on this website should be construed as medical advice. Always consult your doctor regarding the needs of your family.

Understanding autism is difficult for an adult; imagine how hard it is for a child.  This section was created just for kids using language that is easy to understand and relate to.  We are all in this together and even though we may be different, we all want the same things…LOVE, APPRECIATION, RESPECT, UNDERSTANDING and ACCEPTANCE.

If you are a brother, sister, relative, friend or someone who just wants to know more; send your questions to AnthonyHale@AutismResourceFoundation.org and we will do our best to answer as quickly as possible.  Thank you.

Autism Awareness for Kids

Autism Puzzle/Ribbon

  • “The puzzle pattern stands for the mystery of autism.  The different colors and shapes stand for the different people and families living with autism.  The brightness of the ribbon stands for hope and awareness!”

When a person has autism, it means that something in their brain is different from other people’s brains.  This is the reason they may behave differently.

Some people with autism have trouble understanding words and communicating with others.  Discuss how using pictures can help.

Some people with autism have difficulty playing and/or relating to other people.  Sometimes they just don’t know how to interact and need to be taught this skill.

Some kids with autism might have a tantrum.  This might happen when they become frustrated and are unable to communicate their wants or needs.  It might also be caused by something happening in their environment that is causing them pain or discomfort (examples:  a smell, noise, or an uncomfortable or painful touch).

Quick facts

  • You CANNOT catch autism from somebody.
  • There is no cure for autism
  • People who are born with autism will not outgrow it, although they might find ways to fit in to the world around them as they grow up.
  • People with autism can get jobs.
  • Children with autism need friends just like other kids.
  • People with autism need others to be patient with them.
  • Some people with autism may get upset when things change in their environment or schedule.  It is important to warn them ahead of time if changes will happen.
  • People with autism are NOT all alike.  They have different behaviors, personalities and needs.
  • People with autism are able to learn, but may need a special classroom for certain subjects.  They may also need to learn by having lots of pictures shown to them during classes and may need schedules shown to them during the day so they know what to expect.
  • More boys have autism than girls (4 out of 5).  Autism is usually seen by the time the child is 3 years old.

 

Autistic kids experience the world differently from the way most other kids do. Those differences make it hard for kids with autism to communicate with others and react to things going on around them in the usual ways.

Autism also creates a confusing world of senses. Quiet sounds may be loud and distracting to a kid with autism. A sudden noise could be terrifying. A person's touch might set off a wave of strong sensations - like when a chill gives you the shivers, but much worse.

When someone smiles, a kid without autism knows that the smiling person is happy or being friendly. Kids with autism, however, have trouble connecting a person's gestures - such as a smile or frown - with the person's feelings.

It's difficult, too, for kids with autism to link words with their meanings. Imagine trying to talk with someone or learn from a teacher if you couldn't make sense of their words and gestures and couldn't come up with the right words to express your own thoughts!

Discussion And Examples:

  • Ask the students how they feel sitting with both feet flat on the floor and hands on their laps.  Discuss what they need to do to feel comfortable again.  Explain to students that people with autism may do things to make themselves feel comfortable again too such as flapping their hands, playing with a spinning object or just getting up and pacing back and forth. 
  • Walk to the back of the room and slam a book on the floor when students are not looking.  Ask students how they felt about the noise.  Explain that although this was a very loud noise, students with autism may hear quiet noises as being loud sometimes and some noises, even quiet ones may, startle some people with autism.
  • Have an assistant flicker the lights in the room on and off continually while you ask questions about autism to students.  Keep the lights flickering until students are annoyed.  Now discuss how distracting it was for students to pay attention to you and others with the lights flickering on and off.  Explain that some people with autism may actually see fluorescent lights flicker even though people without autism do not.  Explain how distracting and frustrating this could be to a person with autism.   
  • Also talk about how some people with autism might not make eye contact with others when talking and although they are not looking at you, they are probably still paying attention.  Some people with autism have stated that it is very difficult to look at a persons face or eyes when talking.  Some people with autism have even described it as being “painful”.
  • Turn the radio on loud while you discuss the flickering light frustrations.  Explain to the students this is how some people with autism might hear a radio, even when the volume is low. 

 

Kids Health
What Does Autism Mean?

Autism (say: aw-tih-zum) causes kids to experience the world differently from the way most other kids do. It's hard for kids with autism to talk with other people and express themselves using words. Kids who have autism usually keep to themselves and many can't communicate without special help.

They also may react to what's going on around them in unusual ways. Normal sounds may really bother someone with autism — so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable.

Kids with autism often can't make connections that other kids make easily. For example, when someone smiles, you know the smiling person is happy or being friendly. But a kid with autism may have trouble connecting that smile with the person's happy feelings.

A kid who has autism also has trouble linking words with their meanings. Imagine trying to understand what your mom is saying if you didn't know what her words really mean. It is doubly frustrating then if a kid can't come up with the right words to express his or her own thoughts.

Autism causes kids to act in unusual ways. They might flap their hands, say certain words over and over, have temper tantrums, or play only with one particular toy. Most kids with autism don't like changes in routines. They like to stay on a schedule that is always the same. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed.

If someone has autism, his or her brain has trouble with an important job: making sense of the world. Every day, your brain interprets the sights, sounds, smells, and other sensations that you experience. If your brain couldn't help you understand these things, you would have trouble functioning, talking, going to school, and doing other everyday stuff. Kids can be mildly affected by autism, so that they only have a little trouble in life, or they can be very affected, so that they need a lot of help.

Living With Autism

Some kids with mild autism will grow up and be able to live on their own. Those with more serious problems will always need some kind of help. But all kids with autism have brighter futures when they have the support and understanding of doctors, teachers, caregivers, parents, brothers, sisters, and friends.

 

Kids Health

Going To A Speech Therapist
Some kids have trouble saying certain sounds or words. This can be frustrating because others may have trouble understanding what they're trying to say. The good news is that there's a special kind of therapist that can help kids get better at speaking.

When you have a cold or your stomach hurts, your mom or dad takes you to the doctor, right? If a kid has trouble saying certain sounds or trouble understanding others, he or she would see a speech-language pathologist (say: puh-thah-luh-jist).

Also called speech therapists, they help people of all ages with different speech and language disorders. Here are some of them:

  • articulation (say: ar-tih-kyuh-lay-shun) disorders: If a kid has trouble saying certain sounds or saying words correctly, it's called an articulation disorder. "Run" might come out as "won." Or "say" may sound like "thay." Lisps are considered articulation disorders.
  • fluency (say: floo-un-see) disorders: If a kid repeats certain sounds and has trouble saying the complete word, he or she may have fluency disorder. For example, a kid trying to say "story" might get stuck on the "st" and say "st-st-st-story." Or he or she might draw out certain sounds and say "ssssssstory." A stutter is a fluency disorder.
  • resonance (say: reh-zun-unts) or voice disorders: A kid might have a voice disorder if people have trouble understanding him or her. The kids might start a sentence loud and clear, but it's quiet and mumbling by the end. Sometimes these kids sound like they have a cold or like they're talking through their noses.
  • language disorders: A kid who has trouble understanding people or has trouble putting words together to express thoughts might have a language disorder.

Who Needs Speech Therapy?
Lots of kids see speech therapists. It's a great way to learn to speak more clearly. Sometimes a kid has a medical condition that makes speaking more difficult. Here are some of them:

What's It Like?
The first time a kid visits a speech therapist, he or she will take a speaking test. Don't worry, it's not like a test in school that's going to affect your report card. This test is a way of finding out what types of speech problems a kid has. The kid will be asked to say certain sounds and words. These may be recorded and the therapist might write some stuff down as the kid's taking the test. The test will help the therapist figure out the kid's needs and decide what treatments are needed.

The "treatment" for speech problems is practice. If a kid has trouble with articulation or fluency, the therapist will spend time showing him or her how to make the proper sounds. The therapist will demonstrate the sounds and ask the kid to try to copy what he or she does. That means copying the way the therapist moves the lips, mouth, and tongue to make the right sound.

Mirrors can be helpful here. The therapist might ask the kid to make these sounds while watching himself or herself in the mirror. Some therapists use games to make this practice more fun.

If your therapist is helping you with a language disorder, your sessions may seem a little like school. He or she will help you with grammar - how to put words together properly to form clear statements and thoughts. If you have difficulties with understanding what you hear, you may play games that work on these skills, such as Simon Says.

How Long Will the Treatment Last?
Some treatments are short and others are longer. It depends on the problem the kid is working on. A kid might see the therapist once a week or a few times a week. Treatment can take a few weeks, a few months, or a few years.

If you have speech problem, the best advice is to practice, practice, practice. Find time to work on the skills the therapist has shown you. Maybe spend some time before bed practicing in the mirror. Ask your parent to work with you. Just like practicing your foul shot or memorizing your multiplication tables, hard work pays off!

 

Kids Health

Going To An Occupational Therapist

Mornings are tough for Joe. He has cerebral palsy, a condition that affects the brain's control over the muscles in his body. That means Joe has difficulty with balance. Getting out of bed, brushing his teeth, and getting dressed are hard work.

But Joe wants to do things for himself. And he hates it when other people have to help. Fortunately, once a week Sara, an occupational therapist, visits Joe. Her job is to help Joe stay independent and do things on his own.

What Is Occupational Therapy?
Everyone has an occupation or job. A kid's occupation is to grow, learn, and play. Occupational therapy helps kids who have a physical or mental disability carry out everyday activities like brushing their teeth or putting on shoes and socks. Some occupational therapists help kids create alternate ways to play popular games they might miss out on because of their illness or injury. Many work with kids who need help with their handwriting.

Occupational therapy helps children with disabilities be as independent as possible or aids a kid who's returning to school after a long illness or severe injury. Some people say a physical therapist will get you where you are going, but an occupational therapist helps you out when you get there.

Who Needs It?
All sorts of kids see an occupational therapist. Most have difficulty performing everyday activities like dressing, tying shoes, feeding themselves, paying attention, writing, drawing, or coloring in the lines.

Some kids with conditions like cerebral palsy (like Joe), muscular dystrophy, or spina bifida may need to use a wheelchair. An occupational therapist can help kids in wheelchairs come up with a plan to go through the lunch line, get stuff out of their school locker, and make it to class on time. Occupational therapists also may help children with autism learn how to interact with others.

An occupational therapist also offers aids and equipment like slings or splints to provide support to different parts of the body. They can help you find devices that make things like opening a jar easier.

Visiting the Occupational Therapist

If you visit an occupational therapist, the therapist will evaluate how well you can do certain activities compared with other kids your age. The therapist may ask you to write the alphabet, draw some shapes, play some games, tie your shoes, or squeeze a special grip meter to measure how strong you are!
Some occupational therapists will come to your home to see how you handle routine tasks like combing your hair or brushing your teeth. Others will meet you at a hospital or clinic.

It's important to remember that occupational therapy is different for every person. No two people are alike and no two treatments are the same either.

Once the occupational therapist figures out what you want to learn to do, then he or she will come up with a plan. Often, that means breaking an activity into several smaller parts, just like learning a song note by note. For example, if you want to take a bath you might first learn how to turn on the water, then adjust the temperature, find the soap and towel, and finally, get into the tub. Once the plan is made, then all it takes is practice, practice, practice.

How Long Will My Treatment Last?

Because occupational therapy is unique to each person and every kid learns at his or her own speed, treatment may last a short time or a long time. Some kids find their needs change as they get older or change schools. They return to the occupational therapist to figure out new ways of coping with problems or to master a new skill.

Kids can help speed up treatment by following the instructions of their occupational therapist. It's important to work hard and practice on your own. Some activities or exercises may look weird but they all have a purpose. If you want to know why your occupational therapist has you doing a specific action, ask, "Why are we doing this, and how will it help me?"

And with time and lots of practice, you will see all that hard work pays off.

 

Autism Awareness For Kids - Angelfire.com

Learning Tool – Classroom

Overview/Purpose

Here is a great way to promote understanding and awareness of children with autism to their typical peers.  To reduce anxieties or fears children may have when a student with autism is in their classroom. 
  

Objectives

During the course of this unit, the students will…

  • …Gain an understanding of what autism is.
  • …Learn basic facts about autism.
  • …Discover how some people with autism might behave.
  • …Learn how people with autism are similar to themselves.
  • …Gain an understanding of how people with autism see and feel the world around them (sensory issues).
  • …Discover ways students can help people with autism.

 

The Unit

Suggested Materials for Day 1:  “What is Autism?”

Steps

  • Use chart paper to write down “what students know” about autism.  Discuss their answers.
  • Explain to students that today, they will gain a basic understanding of what autism is.
  • Discuss “Just for Kids! What is Autism Fact Sheet” http://www.njcosac.org/PDF/Fact%20Sheet%20for%20Kids.pdf
    • Main topics should include:
    • When a person has autism, it means that something in their brain is different from other people’s brains.  This is the reason they may behave differently.
    • Some people with autism have trouble understanding words and communicating with others.  Discuss how using pictures can help.
    • Some people with autism have difficulty playing and/or relating to other people.  Sometimes they just don’t know how to interact and need to be taught this skill.
    • Some kids with autism might have a tantrum.  This might happen when they become frustrated and are unable to communicate their wants or needs.  It might also be caused by something happening in their environment that is causing them pain or discomfort (examples:  a smell, noise, or an uncomfortable or painful touch).
  • After this discussion review the remainder of the fact sheet, then show students the Autism Awareness Ribbon, which can also be found at: http://members.delaware.net/~cherylk/jonathan/graphics.htm
  • Discuss what children learned about autism today.
  • Give each student an “Autism Awareness Ribbon” worksheet to complete and color.

 

Suggested Materials for Day 2:  “How might some people with autism behave?”

  • Ian’s walk A Story about Autism (or any similar book written for children about autism).
  • Large sheet of chart paper and markers.
  • Worksheet Day 2 Autism: True or False?

Steps

  • Discuss “Day 1” information about what students have learned thus far about autism.
  • Read Ian’s walk A Story about Autism to students.
  • Discuss and write on chart paper Ian’s different behaviors from the story.
  • Discuss how Ian relates to other people in the story.
  • Now discuss some quick facts about autism.
    • Quick facts should include:
    • You CANNOT catch autism from somebody.
    • There is no cure for autism
    • People who are born with autism will not outgrow it, although they might find ways to fit in to the world around them as they grow up.
    • People with autism can get jobs.
    • Children with autism need friends just like other kids.
    • People with autism need others to be patient with them.
    • Some people with autism may get upset when things change in their environment or schedule.  It is important to warn them ahead of time if changes will happen.
    • People with autism are NOT all alike.  They have different behaviors, personalities and needs.
    • People with autism are able to learn, but may need a special classroom for certain subjects.  They may also need to learn by having lots of pictures shown to them during classes and may need schedules shown to them during the day so they know what to expect.
    • More boys have autism than girls (4 out of 5).  Autism is usually seen by the time the child is 3 years old.
  • Give students “Day 2” Worksheet:  Autism:  True or False?  Allow students to work with a partner, if desired.  Discuss answers.

 

Suggested Materials for Day 3:  “Sensory Issues:  What is it like to have Autism?”

  • Day 3 Worksheet Autism Word Chop
  • Radio

 

Steps

  • Start the lesson by telling everyone to sit with both feet flat on the floor (uncrossed) and both hands on their laps (uncrossed).  No elbows on desks, sit perfectly still for as long as possible while you proceed with the lesson.
  • Explain to students that they will learn about something called “Sensory Issues” today.  Sensory issues have to do with the senses. 
  • Tell students that people with autism may sense the world around them differently than typical people. 
  • Explain the following…From: http://www.kidshealth.org/kid/health_problems/brain/autism.html
    • Autistic kids experience the world differently from the way most other kids do. Those differences make it hard for kids with autism to communicate with others and react to things going on around them in the usual ways.
    • Autism also creates a confusing world of senses. Quiet sounds may be loud and distracting to a kid with autism. A sudden noise could be terrifying. A person's touch might set off a wave of strong sensations - like when a chill gives you the shivers, but much worse.

Discussion And Examples:

  • Now ask the students how they feel sitting with both feet flat on the floor and hands on their laps.  Discuss what they need to do to feel comfortable again.  Explain to students that people with autism may do things to make themselves feel comfortable again too such as flapping their hands, playing with a spinning object or just getting up and pacing back and forth. 
  • Walk to the back of the room and slam a book on the floor when students are not looking.  Ask students how they felt about the noise.  Explain that although this was a very loud noise, students with autism may hear quiet noises as being loud sometimes and some noises, even quiet ones may, startle some people with autism.
  • Have an assistant flicker the lights in the room on and off continually while you ask questions about autism to students.  Keep the lights flickering until students are annoyed.  Now discuss how distracting it was for students to pay attention to you and others with the lights flickering on and off.  Explain that some people with autism may actually see fluorescent lights flicker even though people without autism do not.  Explain how distracting and frustrating this could be to a person with autism. 
  • Also talk about how some people with autism might not make eye contact with others when talking and although they are not looking at you, they are probably still paying attention.  Some people with autism have stated that it is very difficult to look at a persons face or eyes when talking.  Some people with autism have even described it as being “painful”.
  • Turn the radio on loud while you discuss the flickering light frustrations.  Explain to the students this is how some people with autism might hear a radio, even when the volume is low. 
  • When someone smiles, a kid without autism knows that the smiling person is happy or being friendly. Kids with autism, however, have trouble connecting a person's gestures - such as a smile or frown - with the person's feelings.
  • It's difficult, too, for kids with autism to link words with their meanings. Imagine trying to talk with someone or learn from a teacher if you couldn't make sense of their words and gestures and couldn't come up with the right words to express your own thoughts!
    • EXAMPLE:  Before this activity tell students they are NOT allowed to communicate with anyone in the room except the teacher.  Also, tell them that if they wish to communicate to the teacher they are not allowed to use words in any way, shape or form.
    • Give the students any worksheet (math, subtraction with regrouping works well).  Tell the students they have 30 seconds to complete the worksheet and it will count as a grade.  Make sure it will be impossible for even the most skilled math student to complete the entire page in 30 seconds.
    • After 30 seconds is up, collect the worksheets, then give the students the exact same worksheet (tell them it is a different paper) and do the activity again.  Repeat this activity until you see students get frustrated.
    • After the activity, ask students how they felt about it.  The purpose of this activity is to frustrate the students without letting them tell you what is wrong.  You will be giving the students the same activity over and over again, telling them it is different each time and giving them a period of time to do the activity that is impossible. 
    • Discuss the behaviors they saw in the classroom during this activity.  Remember, students cannot use words to communicate with you.  Was there fussing, moaning and groaning, pounding on the desks, stomping of the feet,  sighing loudly?  Talk about how students with autism might get frustrated when they are unable to communicate to others.
  • Give students Day 3 Worksheet Autism Word Chop.  Allow them to work with a partner, if desired.  When students are finished, discuss the vocabulary words on the sheet and what they mean to a person with autism.

  
Suggested Materials for Day 4:  “How are people with autism similar to me?”

Steps

  • Review and discuss what students have learned thus far about autism.
  • Use chart paper to write students answers to the question:  “How are people with autism like me?”
    • (Answers may include:  They have special interests and hobbies, they can learn, they can go to school just like other kids, they have feelings just like me, some kids with mild autism will grow up and be able to live on their own, people with autism may need help with certain things, but everyone needs help from time to time, people with autism need friends, people with autism need support and understanding of doctors, teachers, caregivers, parents, brothers, sisters too.)
  • Read, “My Brother Kevin has Autism” A free, printable e-book.  http://www.hugsfeelgood.com/autismpoetry_ebook.pdf.  Discuss.
  • Give students Word Search Day 4.

 

Suggested Materials for Day 5:  “How can I help a friend with autism?”

  • “How to help a friend with autism poster”
  •  Worksheet Day 5 Helping Friends with Autism
  •  Large piece of chart paper and markers.

Steps

  • Review all that students know about autism.
  • Discuss the following ways students can help children with autism in their classrooms or other places.  The following are on the poster.
    • Play with them and show them the right way to play games.
    • Use short sentences.  Too many words can be confusing.
    • You might have to ask them a question many times before they answer you.  Be patient!
    • You might have to use picture cards to communicate. 
    • Draw pictures for them or write things down makes it easier for kids with autism to understand.
  • Allow students to work on Worksheet Day 5 Helping Friends with Autism
  •  Give students Brainstorming Worksheet Day 5 to complete with a partner.  When finished discuss and write students answers on chart paper.
  • Wrap up:  Use chart paper to record answers to the question:  “What do I know about autism?”  Compare answers to the chart made on Day 1.

 

Extentions

  • Make Autism Awareness ribbons to share with friends and family.
  • Volunteer in the Autistic Support classroom by helping or reading to students.
  • Become a buddy or mentor to a student with autism in your school or neighborhood.
  • Make a bulletin board in the school hallway or in your classroom about autism and what you have learned.
  • Research autism on the Internet!

For more information about autism for kids, visit my website at: www.angelfire.com/pa5/as/talkingtokids.html

 

 

Choosing a Toy For Autistic Children - The Essential Guide To Autism
Anyone shopping for a child knows it is hard to find something that the child will love and that the parents won’t mind having in their home. However, when it comes to buying a toy for autistic children, it is so much harder to make the right choice. One of the most important things anyone searching for the right toy should remember is that the age listings on games and toys are a guideline, but they are rarely right for children with autism. If you aren’t sure about what age group that child might fall into on a developmental level, you should be sure to ask the parents. As long as you keep that information in mind, you shouldn’t have too much trouble finding something that works, but there are other things to keep in mind as well.

When looking at toys, you have to consider quite a few things. The parents will appreciate that you put thought into what to buy. Some children with autism will rip just about anything that is made of paper, so you may not want to buy anything that could easily be shredded. Look for toys that are very sturdy and will take some rough play. Also, some children don’t work well with toys that have a lot of pieces. If you can find something that has one or two parts for children such as these, you have found something suitable. Also, small pieces can be choking hazards for many children, so ask before buying anything with small, removable pieces.

Many autistic children love to play alone. This is not always the case, but it is for the majority. It might depend on the developmental level of the child, but even some high functioning children prefer to play alone. If you can find something they can do on their own without having to have more than one player, or without having an adult assist them, you may have found a great toy for them. Toys that have repetitive motions and actions might also be a hit, as some autistic children get caught up in that sort of play. The suitability of bright colors or vivid textures can depend on the child as some have an aversion to certain things. Ask the parents for guidance.

When it comes to children who are higher functioning, there are some great educational toys out there. When you buy a toy for autistic kids who are learning things, you should keep their level of learning in mind. There are toys that help with spelling, counting, subtraction and addition, and some that help with writing and sounds. Don’t buy something that is beyond their current learning level as this can just frustrate them and they’ll lose interest quickly. Music is not really a toy, but many autistic children love music. A DVD or CD just might be a great present that they would love.

You shouldn’t have too hard a time finding a toy for autistic children if you keep the function and developmental level of the child in mind. You may find the perfect toy, but remember, well thought and age-appropriate toys are sometimes ignored and unused. You shouldn’t take it personally. Buying a toy for any child is a little hit and miss and the same goes for autistic children. When it doubt, ask the parents for guidance, as they know their child the best.

 

 

 
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