Introduction
For several years, children diagnosed with autism were often a mystery to both the health professionals and the experts. Whilst the exact triggered have never been known, there are several ways which lead these children down an effective educational path (Iossifov et. al 2016). Beginning at a young age, there have been treatment and educational activities which can support healthy and productive lifestyles for these children and these helps to improve their learning. Within this literature review it is regarding enrichment activities for autism.
Autism is generally stated as a sociable behavioral condition that is accompanied by interaction difficulties, maladaptive habits, cognitive dysfunction, seizures, and anxiety (Iossifov et. al 2016). Whilst substantial enhancement in autism symptoms previously have been reported following intensive earlier behavioral activities for interventions , these kinds of methods happen to be effective to some degree for a few children ( Sanders et . al 2015 ) . Numerous children with autism they are involved with the highly structured therapeutic activities. Among the activities is the enrichment of the environment for the exploration. One way could be via fun box. This can be achieved by one putting out a box including wide variety of new items to help them to explore (Sanders et. al 2015). For example, certain shells from the beach, a selection of the percussion instruments or maybe wooden utensils from the kitchen (Iossifov et. al 2016). It is crucial not to show the box to the child and expect the child instantly expect him to begin to play. Basically leave the box in an evident location and let the child notice it and try to check out it at their own pace. Another activity could be multi-texture path. This is usually a popular exercise for the children doing sensory Enrichment Therapy that allows them to explore various textures on their own way (Sanders et. al 2015). One may prepare a path that is made from series of various textures in a place in which the child frequently walks. Be inventive with the households’ items. Examples might include fuzzy bath mat, ceramic tile, scratchy door mat, or even a sheet of corrugated cardboard. Most of the children usually avoid this latest sensory experience for just few days but almost all might finally explore on it. It does not matter if these children matter when they touch the texture with their hands or perhaps feet. The purpose of this type of activity is essentially to encourage the brain of the child with the modern tactile information in a relaxed setting in which the child is within control of the activity (Woo & Leon, 2013). The multi-texture path is good for the children with the tactile defensiveness that is certainly one of the primary symptoms of autism.
Given that social situations have been a problem for the children with autism, simulating conditions in which practice might take place that is beneficial. Social interaction might be introduced during play time activities (Woo & Leon, 2013). Parents or teachers could simulate situations which children with autism could be success to interact with the other people. The concept of integrated play organizations had been introduced by Pamela Wolfberg which includes an adult getting a facilitator in order to guide the children with autism and other children through playtime (Woo & Leon, 2013). The facilitator should focus on interpreting, observing, as well as building the interest of the children and their strengths. Through use of this model in the activity, the child is able to develop more effective approach when it comes to interaction and experiences results in the manner in which they speak and talk with their peers (Woo & Leon, 2013). Once communication requirements happen to be addressed, the facilitator who can be the parent need to look at the environment in which such interaction might happen between the peers. Environment plays an important role when it comes to the learning process for the children with autism.
Children usually need to do new things. Generally, one might see the children behavior which they have got their very own interests (Woo & Leon, 2013). It is important as a parent of facilitator to carry out the children cues and make sure to create an activity or maybe a game which complement their interest. For instance, in case a child attempts to climb on the table to touch a light fixture, undoubtedly one should note they have got an interest in light (Woo & Leon, 2013). One might thus make up some games routines with the flashlights or perhaps show them how to get a prism out of the drinking glass.
Conclusion
As one search for methods to fill an autistic child time with some worthwhile activities, it is very important think about the benefits of the downtime and unguided discovery. The child could need a while to consolidate the new skills they have learnt in the therapy sessions. They might need to recharge their physical as well as emotional batteries. The activities which have discussed in this literature help to stimulate discoveries and new connectivity in the brain for the autism children.
References
Iossifov, I., O’roak, B. J., Sanders, S. J., Ronemus, M., Krumm, N., Levy, D., ... & Smith, J. D. (2014). The contribution of de novo coding mutations to autism spectrum disorder. Nature, 515(7526), 216.
Sanders, S. J., He, X., Willsey, A. J., Ercan-Sencicek, A. G., Samocha, K. E., Cicek, A. E., ... & Goldberg, A. P. (2015). Insights into autism spectrum disorder genomic architecture and biology from 71 risk loci. Neuron, 87(6), 1215-1233.
Woo, C. C., & Leon, M. (2013). Environmental enrichment as an effective treatment for autism: a randomized controlled trial. Behavioral neuroscience, 127(4), 487.
