Bibliography Alvin, J and Warwick, A (1994) Music Therapy for the Autistic Child Oxford: Oxford University Press Barnes, P (ed.) (1995) Personal, Social and Emotional Development of Children London: Blackwell Publishers Davalos, S (1999) Making Sense of Art Kansas: Autism Asperger Publishing Group Grandin, T (1995) Thinking in Pictures New York: Vintage Books Grandin, T (1996) Emergence Labeled Autistic New York: Warner Books Gray, C (2000) The New Social Story Book Texas: Future Horizons Inc Greene, R W (1998) The Explosive Child New York: Harper Collins Publishers Howlin, P., Baron-Cohen, S and Hadwin, J (2000) Teaching Children with Autism to Mind-Read Chichester: John Wiley and Sons Kranowitz, C.S (1998) The Out of Sync Child: Recognizing and Coping with Sensory Integration Dysfunction New York: Skylight Press Lear, R (1977) Play Helps Oxford: Butterworth Heinemann Matthews, J and Williams, J (2000) The Self-Help Guide for Special Kids and Their Parents London: Jessica Kingsley Publishers Richman, S (2001) Raising a Child with Autism London: Jessica Kingsley Publishers Schwartz, S and Heller Miller, J.E (1996) The New Language of Toys Bethesda: Woodbine House Stanton, M (2000) Learning to Live with High Functioning Autism London: Jessica Kingsley Publishers 261 262 Playing, Laughing and Learning with Children on the Autism Spectrum Williams, D (1996) Autism: An Inside-Out Approach London: Jessica Kingsley Publishers Williams, D (1998) Autism and Sensing: The Unlost Instinct London: Jessica Kingsley Publishers Wing, L (1989) The Autistic Spectrum: A Guide for Parents and Professionals London: Constable and Co Ltd Therapeutic Options/Organizations The National Autistic Society 393 City Road London EC1V 1NG Tel: (0)20 7833 2299 E-mail: nas@nas.org.uk Website: www.oneworld.org/Autism_uk/ NAS EarlyBird Programme NAS EarlyBird Centre Manvers House Pioneer Close Wath-Upon-Dearne Rotherham S Yorkshire S63 7JZ Tel: +44 (0) 1709 761273 E-mail: earlybird@dial.pipex.com Website: www.oneworld.org/autism_uk/nas/earlybi.html ABA – Applied Behaviour Analysis Website: www.iaba.net/ UK contact for ABA Training: PEACH (Parents for the Early Intervention in Autistic Children) PO Box 10836 London SW14 9ZN UK Website: www.peach.uk.com/ 263 264 Playing, Laughing and Learning with Children on the Autism Spectrum TEACCH – Treatment and Education of Autistic and Related Communication Handicapped Division TEACCH School of Medicine 310 Medical School Wing E 222H Chapel Hill, NC 27514 USA Website: www.teacch.com Autism Independent UK 199/201 Blanford Ave Kettering Northants NN16 9AT UK Tel/fax: +44 (0)1536 523274 PECS – Picture Exchange Communication System Pyramid Educational Consultants UK Ltd Pavillion House Old Steine Brighton BN1 1EJ UK Tel : +44 (0)1273 609555 E-mail: Workshops@pecs.org.uk Websites: www.pecs-uk.com/ www.autism-uk.ed.ac.uk/ Therapeutic Options/Organisations AIT – Auditory Integration Training The Listen to Learn Centre Precise Communication Milton House 532 City Road Edgbaston Birmingham B17 8LN UK Tel: +44 (0)121 434 4401 Website: www.autism.com/ari/aitsummary.html The Option Institute’s Son-Rise Program Autism Treatment Center of America The Son-Rise Program The Option Institute 2080 Undermountain Road Sheffield, MA 01257 USA E-mail: sonrise@option.org Website: www.option.org Sensory Integration Therapy Sensory Integration Network UK and Ireland 26 Leopardstown Grove Blackrock Co Dublin Ireland Website: www.iol.ie/~headon/si/ 265 266 Playing, Laughing and Learning with Children on the Autism Spectrum Dietary Interventions The Autism Research Unit School of Health Sciences University of Sunderland Sunderland, SE2 7EE UK Websites: www.osiris.sunderland.ac.uk/autism/ www.gfcfdiet.com/ Recommended Reading Matthews, J and Williams, J (2000) The Self-Help Guide for Special Kids and Their Parents London: Jessica Kingsley Publishers Lears, L and Ritz, K (1998) Ian’s Walk, A Story about Autism Illinois: Albert Whitman & Co Harris, S (1994) Siblings of Children with Autism: A Guide for Families Bethesda: Woodbine House Grandin, T (1995) Thinking in Pictures New York: Vintage Books Greene, R.W (1998) The Explosive Child New York: HarperCollins Gray, C (1994) Social Stories Texas: Future Horizons Gary, C and Leigh-Whitem, A (2002) My Social Story Book London: Jessica Kingsley Publishers Website: www.autism.org/stories.html Williams, D Exposure Anxiety: The Invisible Cage London: Jessica Kingsley Publishers, in press Williams, D (1996) Autism: An Inside Out Approach London: Jessica Kingsley Publishers Williams, D (1998) Autism and Sensing: The Unlost Instinct London: Jessica Kingsley Publishers Howlin, P., Baron-Cohen, S and Hadwin, J (2000) Teaching Children with Autism to Mind-Read Chichester: John Wiley and Sons Websites for articles written by adults with autism www.within.autistics.org/ www.isn.net/~jypsy/ourstory.htm anu.autistics.org/jane.html 267 Toys and Suppliers Chapter Frog in the Box and Pop-Up Toy (wooden popping peg men) by Galt Educational and Pre-School (UK and overseas) Tel: 08702 42 44 77 (International +44 161 630 5522) Website: www.galt.co.uk E-mail: enquiries@galt-education.co.uk or Formative Fun (UK toy chain) Website: www.formative-fun.com Traditional Jack-in-the-Box Golden Days (UK mail order) Website: www.goldendays.uk.com Bubble Blowing (non-spill containers and battery-operated blowers) Early Learning Centre (UK toy chain) Website: www.elc.co.uk or Dragonfly Toys (suppliers of special needs, toys to USA and Canada) Website: www.dragonflytoys.com 269 270 Playing, Laughing and Learning with Children on the Autism Spectrum Chapter Sound Shape Sorter (sound puzzle box) Formative Fun (UK toy chain) Website: www.formative-fun.com or Dragonfly Toys (suppliers of special needs toys to USA and Canada) Website: www.dragonflytoys.com Magnetic Blocks Hope Education (UK) Tel: 08702 433 400 Website: www.hope-education.co.uk Domino People Rally Hope Education (UK) Tel: 08702 433 400 Website: www.hope-education.co.uk Chapter Hot Dots Power Pen Educational Insights (USA and UK) Website: www.edin.com Sound Shape Sorter Formative Fun (UK toy chain) Website: www.formative-fun.com Light and Sound Stacking Rings Early Learning Centre (UK toy chain) Website: www.elc.co.uk Toys and Suppliers 273 Chapters 7, 10, 11 and 15 Visual Timer Cicada Educational Equipment Ltd (UK supplier) Tel: +44 (0)1708 733 388 E-mail: colin@cicada-education.demon.co.uk For general information and details of USA supplier: Website: www.timetimer.com E-Mail: jan@timetimer.com Chapter Outsize Ball (Gymnic ball from 45–120cm diameter.) Also available: Sensory Motor Kit, Physio Rolls and Activity Balls Hope Education (UK) Tel: 08702 433 400 Website: www.hope-education.co.uk Funky Foot Mat/Funky Keyboard Early Learning Centre (UK Toy Chain) Website: www.elc.co.uk Chapter Pavement Chalker Fisher-Price (UK and USA) Website: www.fisher-price.com Specialist Tricycle Hope Education (UK) Tel: 08702 433 400 Website: www.hope-education.co.uk 274 Playing, Laughing and Learning with Children on the Autism Spectrum or Dragonfly Toys (suppliers of special needs’ toys to USA and Canada) Website: www.dragonflytoys.com Chapter 12 Scissors (and many other art/craft materials) Galt Educational and Pre-School UK and overseas Tel: 08702 42 44 77 (International +44 161 630 5522) or Step by Step Tel: 0845 300 1089 E-mail: sbs@stpbystp.demon.co.uk Chapter 14 Sequencing Cards Action Cards Winslow (Education and Special Needs) UK Tel: 0845 921 1777 E-mail: sales@winslow-cat.com Picture Prompts to Copy and Use 275 Tunnel 276 Playing, Laughing and Learning with Children on the Autism Spectrum Paint Group Games Picture Prompts to Copy and Use 277 TV/ Video Tickles Trampoline Spinning Top Crisps Break Ice Cream Index ABA see Applied Behaviour Analysis access, finding pathways of 14–15, 20, 28–29, 223, 226, 233–34 adjectives, understanding 244–45 advice, diversity of 33–34 Ahlberg, Allan 235 AIT see Auditory Integration Training animals, theme for toys 56, 65 anxiety and adult direction 22, 50, 71, 116 and auditory processing problems 90 and relaxation through music 93–94 Applied Behaviour Analysis (ABA) 41–42, 263 art adding variety 193 edible paints 191 ideas for 193–96 indirect approach 188–89 materials 190 obstacles 188 outdoor activities 148–50, 196–97 preparation for 189–90 scissors and glue 197–99 short sessions 192 tension, releasing 187–88 attention accessing child’s 14–15, 20, 23–31, 223 joint 21–22, 26, 49–51, 70, 99, 126, 135, 213 attention-grabbers box 27–28, 54, 115 attention span, poor 54 Auditory Integration Training (AIT) 106–7, 265 auditory processing problems 90, 124, 220 see also sensory integration autism expressing 62, 63 varieties of 33 Autism:An Inside-Out Approach (Williams) 52 Autism and Sensing (Williams) 208 Autism Independent UK 264 autistic spectrum disorder 13 Ayres, Dr Jean 123, 140 back chaining 40–41, 83 background noise, security of 181 balance 123, 125, 131, 144, 155, 157 ball games 65, 127–30, 146–47 ball runs 116–17 balloons 25, 139 Baron-Cohen, Simon 115 bathing 168–69, 168–71 beach treasure, using for art 149–50 bean bags 65, 137, 139 Beard, Dr Guy 106 birthday presents, giving 66–67 blocks, building 65, 66, 83–84, 270 books tape/book packages 238–39 to try 234–37 see also reading bouncy castles 138 breaks, using television for 178 bricks, as problematic 65, 83 British Society for Music Therapy (BSMT) 91 bubble blowing 25–26, 29, 269 Buttercup’s Breakfast (Maris) 235 279 280 Playing, Laughing and Learning with Children on the Autism Spectrum camcorder, using 162, 182–84, 186 Campbell, Rod 234 Carle, Eric 236 Cars, Boats, Trains and Planes (Cummins) 235 Cat in the Hat, The 237 categories boxes 201 games 85–87 characters reading about 237–38 theme for toys 56–57 choice 34, 46–47 Christmas presents, giving 66–67 clip-art 216, 229 clumsiness 123, 125 co-ordination 123, 131, 142, 144, 149, 155, 157 comforting 97–98 commentaries, using singing 28, 29–30, 95–99, 97, 153, 192, 254 speaking 28, 147–48, 170, 224 communication difficulties of 51 extending activities for 28–32 and interaction 19–20 learning benefits of 21–22 as meaningful 19, 22, 23 motivation for 23–28, 31–32 opportunities for 253 pictures as aid to 45–47 prolonging 28 as reward 62–63 and structured learning 42–43 computers, using 216, 229 concentration 52–53, 90–91 container objects, and obsessive behaviour 51, 55, 118 containing boxes, using 76 control 34, 187–88, 253 craft 199–202 materials 274 Craig, Helen 235 creativity 187, 199 see also art; craft; imagination Cummins, Jeff 235 dairy products 254 Dale, Penny 235 dancing 24, 92 Dear Zoo (Campbell) 234 decoding, problems with 52–53 development 16, 42–43 diagnosis early 23 response to 13, 15, 16, 33 diaries, visual 39, 44, 45–47, 54, 121 diet 124, 254 Dietary Interventions 266 direct interaction 167 avoiding 192 and exposure anxiety 50, 71, 116 resistance to 225 short bursts of 50, 57, 71–72 tolerance to 36 uselessness of 14 see also indirect approaches dolls 65, 82 Dr Seuss’s ABC1 (Seuss) 236 dressing 97 EarlyBird Programme 263 electronic communication 247 emotions, understanding 113–16, 122, 195 empathy, and imagination 203 environment, right 207–8, 255 Index explosive behaviour, coping with 256–57 Explosive Child, The (Greene) 256 exposure anxiety 50, 71, 116 Exposure Anxiety: The Invisible Cage (Williams) 50 eye contact, promoting 24, 26, 29, 71, 73, 92, 102, 156 familiarity, need for 15 feathers, tickling with 26 feelings, understanding 113–16, 122, 195 fine motor skills 60, 84, 148 fixations see obsessive behaviour flexibility, problems with 50, 70 Foot Book, The (Seuss) 236 Fox in Sox (Seuss) 237 frisbees 139 frog-in-a-box 27, 269 frustration, dealing with parental 249–51 fun, playing and interaction as 40, 75–76, 88, 105, 259 funky toys 140, 273 generalization, problems with 50, 85–86, 217–18, 228, 229 glove puppets 73, 82, 115–16, 135–36, 171, 253 glue 197 goals, setting 37, 38, 53, 232–33, 258 golf 137–38 Grandin, Temple 177 Gray, Carol 257 Greene, Ross W 256 Guess How Much I Love You (McBratney and Jeram) 236 Hadwin, Julie 115 hair washing 168–69 Hayes, Sarah 235 health, and outdoor play 144 Hill, Eric 235 Hooper, C 239 hoops 130–31, 139 Horsey Horsey 28 Hot Dots Power Pen 80, 270 houses, theme for toys 55 Howlin, Patricia 115 hyperactivity 123, 125, 144 ‘I can see’ games 117 ideas, trying out frightening 18 imagination and books 238 and craft activities 199 and creativity 18 importance of 203–4 play boxes 133, 134–35 problems with 19, 50, 54–55 and realism 60, 63–65, 205, 206 see also play sequences, imaginative imitation learning 63–64, 101–2, 152 problems with 50 indirect approaches 14–15 art 188–89 learning 253–54 motivation 188–89, 193 parallel play 57, 58–59 individual examples Andrew (sharing space) 28–30 Fay (starting reading) 223 Jonathan (play sequences) 210–13 Katherine (water play) 167–68 Lewis (letter recognition) 243 Peter (starting reading) 221–23 281 282 Playing, Laughing and Learning with Children on the Autism Spectrum Sally (using play boxes) 58–59 Sam (structured learning) 43–45 individuality, of children 14, 15, 20, 249, 251, 255 interaction and communication 19–20 impaired 49 opportunities for 253 as reward 62–63 social 19, 66–67 underpinning play 17, 18, 19–20 see also direct interaction; indirect approaches Internet community 247 invasion, sense of 50 Jeram, Anita 236 jigsaws 56, 60, 65, 73–74, 82–83 back chaining 40–41, 83 joint attention activities 26, 99 avoidance of 21–22, 50, 70 physical games 126, 135 play, difficulties of 49–51 play sequences 213 language problems 18, 54 understanding, developing 243–56 learning and biological development 42 indirect approaches 253–54 from obsessional behaviour 76 structured 42–45 Letterland series 238 ‘lift-the-flap’ books 234–35 line drawings, using 216 Listen to Learn Centre 107 listening games 92–93, 103–6 literacy skills 78, 146 Lovaas training see Applied Behaviour Analysis magnetic blocks 66, 270 magnetic fishing game 38–41 Make a Scene cards 65, 117–19 Maris, Ron 235 matching games 66, 74 emotions 114 language 244–45 pictures 78–79 sounds 105–6 table-top play 66, 74, 78–80 McBratney, Sam 236 meaning, problems with 51 mind-blindness 110 see also theory of mind modelling behaviour 45, 67, 135, 184–85, 217 models, making 66 motivation 254 and communication 23–28, 31–32 fun 88, 259 indirect approach 188–89, 193 for interaction 34 to play 49 see also rewards/reinforcers Mr Brown can Moo (Seuss) 236 music and auditory processing problems 90 background noise, security of 181 and concentration 90–91 dancing 24 imitation, teaching 101–2 instruments 100–101 listening games 92–93, 103–6 movement to 92–93, 158 music boxes 100–102 Index and obsessive behaviour 89, 90 pieces, selecting 91–92 as reinforcer 39–40 and relaxation 89, 91, 93–94 rhymes, using 96–98 rhythm, and speech 94–95 saviour and enemy 89–91 singing commentaries 95–99 music therapy 91 musical bumps 104–5 My Busy Book (Riddell) 239 National Autistic Society 263 non-verbal communication 19, 253 Nursery Rhyme Song Book and Tape Pack (Hooper) 239 nursery rhymes, using 96–98 objects matching to pictures 78–79 selecting for play 36, 38 testing how they work 18 observing 16, 23 obsessive behaviour 28, 49, 52, 61, 223 collections of articles 52 container objects 51, 55, 118 fixation 63 music 89 stacking 222 using for learning 76 video watching 178–82 water 166, 167–68 Option Institute 265 outdoor play adult role-play 152–53 balance and co-ordination games 150–51 balance beams 151–52 ball-throwing 146–47 283 benefits of 144 bicycles 157, 273 messy art 148–50, 196–97 pavement chalking 145–46 picnics 153–55 play cubes 161 play tents 160–61 safety 142–43 sand games 147–48 sensory overload 141–42, 154 slides 157 structure, need for 145 swings 155–56 trampolines 158–59 tunnels 159–60 in winter weather 161–63 Oxenbury, Helen 236 paddling pools 173–74 papier mâché 200–201 parallel play 57, 58–59 parents being informed 42 in best position to help 15–16 flexibility of approach 255–58 stress, dealing with 249–55 and structured play 35 parts, focus on 13, 52, 195 pathways of access, finding 14–15, 20, 28–29, 223, 226, 233–34 Pavement Chalker 145, 273 PECS see Picture Exchange Communication System peek-a-boo games 24, 133, 135, 160, 161 Peepo (Ahlberg) 235 pen control 43 photo cards 78–79, 114 physical games and activities 284 Playing, Laughing and Learning with Children on the Autism Spectrum ball games 127–30 boxes, and imaginative play 133–35 cushions 137–38 hoops 130–31 indoor ball pit 131–32 indoor slide and balance beam 136–37 puppet theatre 135–36 rhymes, use of 126–31 sensory integration problems 123–25 skittles 138 trampoline 136 vestibular processing problems 124–25, 128 picnics 153–55 picture diaries 44, 45–46, 54, 121 Picture Exchange Communication System (PECS) 54, 264 picture prompts for activities 70, 102, 189, 199–200, 208 ambiguity, checking for 37 card sets 81–82, 271 choices, making 46–47 examples to copy and use 275–77 fast forward videos 180 matching to 78–79 photos of your child 145, 155, 162–63, 198, 211–13, 256 for pieces of music 92 for play 53–54, 57, 58 resources 229 play difficulties of 18–19 meaning of 19–20 and symbolic understanding 17–18 play- versus behaviour-orientated programmes 41 play area, deciding on 36–37, 70, 208–9 play pen, outdoor 143 play sequences, imaginative benefits of 218 cards, using 274 environment 207–8 generalizing from 217–18 getting started 208–9 ideas for 215 imagination, importance of 203–4 modelling 185 photo story boards 210–13, 214 problems, resolving 217 scripts, building 209–10, 213, 214 toys for 204–7 play tents 140 praise, using 75, 117, 157, 258 see also rewards/reinforcers pre-reading skills 246 pre-writing skills 194–95 preparation 255 prepositions, understanding 130–31, 245 presents, giving 66–67 pronouns, understanding 97, 245–46 puzzle play 69–70, 88 reading characters, popular 237–38 early literacy 239 electronic communication 247 flexibility, building in 226–27 goals, setting 232–33 humour 236–37 language understanding, developing 243–56 for meaning 225–31 one thing at a time 229–30, 231 pathways of access, finding 226, 233–34 Index problems with 219–20 repetition, use of 235 sharing of books 225 starting points for 221–25 story sequences, using 231–32 verbal labelling 227–29 and visual thinking 229 word recognition 240–43 see also books ‘ready, steady go’ activities 66, 76, 117, 127, 132, 157, 158, 162, 173, 176, 240 realism 152, 153 factual books 237 toys 60, 63–65, 205–6 recording behaviour, using camcorder 182–84 development 186 places and events, using photos 145, 155, 162–63, 198, 211–13, 256 relationships, trying out 18 rewards/reinforcers 37, 39, 44, 47, 53, 57, 58–59, 87–88, 116, 121, 145, 166, 167, 180, 190, 208, 225, 228, 234 autistic behaviour as 62, 63 Hot Dots Power Pen 80 toys as 61–62 rhymes books having 235 hand action 28 with physical activities 126–31, 132, 146–47, 150, 152, 156, 158–59, 161, 172, 175 Riddell, Chris 239 Rodgers, Paul 235 Rosen,Michael 236 rough and tumble play 28, 29, 31, 72 routine, need for 15, 61 see also sameness 285 safety 127 outdoor play 142–43 scissors and glue 197 sameness, need to preserve 15, 16, 34, 220, 226, 255–56 scissors 197, 274 screen games 103–4, 119 self-expression, through art 187 self-harming 62 Self Help Guide for Special Kids and Their Parents, The (Williams) 90 self-stimulation behaviour 62, 63, 180 sensory integration overload 15, 70, 78, 175, 183, 205, 224 problems 36, 123–25, 207–8 techniques 94 theory 123, 140 Sensory Integration Therapy 125, 140, 265 shape sorters 65, 75, 167–68, 270 siblings, involving 113, 119–21, 136, 174 singing commentaries 28, 29–30, 95–99, 153, 192, 254 social development and play 17–18 and theory of mind 109–10 social interaction see interaction, social Social Stories (Gray) 257–58 Son-Rise Program 265 song, using (check rhyme pages under music) 120 sorting game 172–73 sound, sensitivity to 90, 91, 124, 181 see also music sound lotto (bingo) 104, 271 sound-matching game 105–6 space, sharing avoidance, dealing with 21–23 286 Playing, Laughing and Learning with Children on the Autism Spectrum communication, creating motivation for 23–25 emotional space 259 extending activities for 28–32 ideas to try 25–28 meaning of 21 see also joint attention speech talk-back toys 106 therapy 43 using rhythm to encourage 94–95 see also communication; language spinning activities 76 stacking rings 65, 78, 270, 271 stampers 194 stepping stone games 150–51 stickers, for scene games 117–19 ‘stop/start’ listening games 104–5 stress, parental 249–55 structure daily 15, 36, 45–47 providing 33–34, 145, 252 structured learning 42–45 structured play Applied Behaviour Analysis 41–42 meaning and explanation of 35–36 organizing 53 physical games 125–26 setting the stage 36–37 tasks, breaking play into 37–41 turn-taking 111 see also table-top play support groups 251 swimming pools 174–76 swings 155–56 table-top play blocks 83–84 categorization games 85–87 colours games 77–78 fun, introducing 75–76, 88 jigsaws 82–83 matching games 66, 74, 78–80 memory games 87 posting games 81–82 shapes games 73–75 structured 70–73 threading 84–85 talk-back toys 106 tantrums, coping with 256–57 TEACCH see Treatment and Education of Autistic and Communication Handicapped Children Teaching Children with Autism to Mind-Read (Howlin et al) 114 Teletubbies 237–38 television camcorder, using 182–84, 186 constantly on 181–82 fast forwarding 180–81 new videos, introducing 178–80 usefulness of 177–78 video modelling 116, 135, 184–85, 217 temperature sensitivity 169 Ten in the Bed (Dale) 235 themed play boxes 55–57, 100 theory of mind 109–10 therapeutic organizations 263–66 Thinking in Pictures 177 This is the Bear (Hayes and Craig) 235 threading games 65, 84–85, 271 Tickle Monster (Rodgers) 235 Tickle Tickle (Oxenbury) 236 tickling 24, 26, 28–29, 71, 72 timing 254 touch, encouraging 23–24, 94 toys appropriateness of 60–61 Index bath time play 171 challengers versus reinforcers 61–63 choosing 204 familiarity 206–7 and interaction 19–20 jack-in-the-box-type 27, 135, 269 ‘less is best’ 52–53 libraries 81 modifying 63 and motivation 49–51 organizing play 52 parents as 49 and physical play 138–40 pictures, matching to 79 realism, importance of 60, 63–65, 205–6 simplicity 205 sources of 59–60 specific useful 65–66 suppliers of 269–74 themed play boxes 54–59 varying 54, 55, 57 Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) 45, 264 turn-taking 59, 95 with adults 116–19 aids for 121 awareness of others, encouraging 111–16 bath time play 170 in everyday life 121–22 with peers and siblings 119–21 theory of mind 109–11 under-activity 123, 125 understanding, developing 252 287 verbs, understanding 243–44 Very Hungry Caterpillar, The (Carle) 236 vestibular processing problems 124–25, 128 video modelling 116, 135, 184–85, 217 videos, repetitive possibilities of 178 visual thinking, and autism 177, 229 visual timers 256, 273 water play bath time play 168–71 outdoor play 173–74 swimming 174–76 table-top 171–73 water, sensitivity to 165–66 water obsessions 166, 167–68 websites 267 We’re Going On a Bear Hunt (Rosen and Oxenbury) 236 wheat products 254 Where’s Spot? (Hill) 235 whole, seeing parts rather than 13, 52, 195 Why/Because cards 115, 272 Williams, Donna 50, 52, 208 Williams, James 90 Wocket in my Pocket 236 workbox activities 43, 44, 70 ...262 Playing, Laughing and Learning with Children on the Autism Spectrum Williams, D (1996) Autism: An Inside-Out Approach London: Jessica Kingsley Publishers Williams, D (1998) Autism and Sensing:... (bingo) 104 , 271 sound-matching game 105 –6 space, sharing avoidance, dealing with 21–23 286 Playing, Laughing and Learning with Children on the Autism Spectrum communication, creating motivation for... Specialist Tricycle Hope Education (UK) Tel: 08702 433 400 Website: www.hope-education.co.uk 274 Playing, Laughing and Learning with Children on the Autism Spectrum or Dragonfly Toys (suppliers of special