Changing the game for success.

Parent Survival Manual: A Guide TO Crisis Resolution in Autism and Related Developmental Disorders, edited by Eric Schopler, includes many practical suggestions for dealing with the day-to-day challenges of life with a child who has autism. The book was developed as a result of collaboration between parents and professionals, and is available from Exceptional Parent Library (8001535-1910). The following is an excerpt from Chapter 4: "Play and Leisure. "

Changing the Game For Success

Children or adults with developmental disabilities may not enjoy particular activities because they are not successful at them. Sometimes, changing the equipment, the rules or the order in which the activities are done can make a dramatic difference in the individual's enjoyment.

Melissa has some physical coordination problems

in addition to her autism. I was pleased

that she was going to the bowling alley with a

group of young adults. I thought the exercise as

well as the company would be good for her.

However, she found the bowling so confusing

and difficult and did so badly that she started

flopping and whooping until everyone in the

place was staring. The next time they went,

someone brought a three-foot-long aluminum

ball chute that was setup at the line. Melissa

didn't, have to measure out her steps and swing

the ball back, which, was difficult for her. She

just set it on the chute and pushed. It rolled and

knocked down rows of pins to the shouts and

cheers of her group. Melissa was the high scorer

for the night. Now she looks forward to bowling,

and the only gestures she has are "high-lives"

with a buddy when she bowls the pins over.

No one likes an activity in which there is no chance of success. A considerate person in the bowling group adapted the skill level needed to accommodate Melissa's limitations. She was then free to enjoy the success of bowling and the supportive company of her cheering peers. Here is another example of adapting equipment:

Our son, Danny, 5, does not like a traditional

swing because his feet don't touch the ground

when, he is in it. He can't move the swing by

himself, and feels uncomfortable when so one

is pushing him and he can't stop the swing himself.

So we hung a tire swing that he can lay

across and propel with his feet still on the

ground. He loves it!

Swinging was frightening for Danny because he was not in control of making the swing move or stop. After his parents adapted the swing, Danny enjoyed swinging more because his feet touched the ground and he was in control of the swing. He could also be more independent. Parents have always modified game rules for younger family members by moving the child closer to a throwing target such as a basketball hoop, a beanbag target or a dart board. Sometimes, even individualized rule changes are helpful in adjusting an activity.

My son, Dwight, really wanted to play softball 

with, his older brother, Mike, but he couldn't throw

or catch, well enough, and he could never hit the

ball with the bat. He would fuss and whine when

the kids wouldn't t him play. One day, Mike told

Dwight that if he didn't talk to or touch the, runner;

he could run to the first-base coaching box

every time there was a hit. Now when the older

kids get a hit, he races along outside the baseline

to the coach's box. He's really picking up speed,

and the kids don't mind having him around now

that he doesn't whine. They even practice playing

catch with, him now, so it won't be too long until

he'll really be able to play ball (or join a running

team) with kids his own age

This brother was patient enough to find a way to involve Dwight in the baseball game and make it more enjoyable for both of them. Other rule adjustments that parents and teachers suggest include having everyone on the side get a turn at bat instead of retiring the side after the customary three outs. Table games and other less active games can also be adapted so that they are easier to take part in, but still enjoyable for everyone who wants to participate.

Bob, our 10-year-old autistic son, is the

youngest of three closely aged children. The two

older siblings often involve him in their games

and activities by changing the rules or leaving

out the parts that are too difficult for him. For

example, in the commercial game "Sorry," a

move can be split between two tokens--the number

7 can be completed by moving one to

spaces and another token 4. When Bob is playing,

everyone completes his or her move with

one token only. This is less confusing, for Bob

and makes game time more fun.

This family adapted a game for their son by changing the rules to fit Bob's way of learning and understanding. To eliminate confusion, everyone who was involved in the game used the same rules. The more concrete the rules are, the better an autistic person will be able to participate. E P

Reprinted with permission of Plenum Press.

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