"Playing with Toys" Real Look Autism Episode 5
Summary
TLDRIn this video, Renee Dunn, Marcus's grandmother, learns strategies from speech-language pathologist Jenny Sharpless to better engage with Marcus, who is on the autism spectrum. The focus is on 'tuning in' to Marcus's interests, imitating his play, and simplifying language to facilitate communication. By joining in his play, using clear vocabulary, and expanding language gradually, Marcus shows progress in interaction and begins to verbalize words. The video emphasizes the importance of simple, meaningful play and positioning for better connection and learning.
Takeaways
- 👵 Marcus is an affectionate child on the autism spectrum, and his grandmother Renee plays a significant role in his care while his parents work.
- 🔍 Marcus initially did not talk and showed little interest in playing with others, which was a concern for his family.
- 🌟 Jenny Sharpless, a speech-language pathologist, emphasizes the importance of 'tuning in' to Marcus's interests and imitating his actions as a strategy for interaction.
- 🧩 The first activity involves a puzzle where Marcus's grandmother is encouraged to play alongside him, rather than just watching, to foster a more engaging interaction.
- 🤝 The change in play style, from watching to participating, immediately made the play more fun and encouraged Marcus to take turns and communicate more.
- 💬 Jenny advises against using generic language and suggests focusing on key vocabulary related to the toys, such as colors, numbers, and action words.
- 📚 By simplifying language and joining in play, Marcus's engagement increased, and he began to speak words, which was a significant development.
- 👀 The importance of face-to-face interaction is highlighted to facilitate better communication and connection with Marcus.
- 🚗 Imitation is key in play; having your own toy to mirror Marcus's actions helps in building rapport without taking away his toy.
- 📈 The strategy of expanding language by adding to Marcus's words, like saying 'cargo' or 'go car,' helps in enriching his vocabulary.
- 👍 Positioning is crucial for making eye contact and sharing smiles, which are important for building a connection and encouraging social interaction.
- 🎈 The script underscores that simple, old-fashioned play and turn-taking can be highly effective in engaging children with autism, without the need for complex strategies or technology.
Q & A
Who is Marcus and what is his condition?
-Marcus is a child who is described as very loving and affectionate. He is on the autism spectrum, which means he has a developmental disorder affecting communication and behavior.
Who is Renee Dunn and what is her relationship to Marcus?
-Renee Dunn is Marcus's grandmother. She watches over Marcus while his parents are at work.
What is the main challenge Marcus faces in communication?
-Marcus initially struggles with verbal communication, not talking or saying any words, and shows frustration when he cannot communicate effectively.
Who is Jenny Sharpless and what is her role?
-Jenny Sharpless is a speech and language pathologist working at the Kennedy Krieger Center for Autism and Related Disorders. She is helping Marcus with his communication skills.
What is the primary strategy Jenny suggests for working with Marcus?
-The primary strategy suggested by Jenny is 'tuning in' to what Marcus is interested in and imitating his actions during play to engage him and encourage communication.
How does Jenny recommend changing the way Renee plays with Marcus?
-Jenny advises Renee to become a play partner with Marcus, actively participating in the activities he enjoys rather than just watching him play.
What is the importance of simplifying language when interacting with Marcus?
-Simplifying language helps Marcus to better understand and engage in the interaction. It allows for clearer communication and makes it easier for him to pick up and use new words.
What is the significance of using action words and numbers in play with Marcus?
-Using action words and numbers taps into Marcus's interests and helps to reinforce learning. It provides a context for him to understand and use these words in a meaningful way.
How does imitating Marcus's play with the puzzle help in his learning process?
-Imitating Marcus's play allows him to see that he is being understood and valued. It encourages him to engage more and start using words, as seen when he begins to say 'go'.
What is the 'expanding' strategy mentioned by Jenny and how can it be applied?
-The 'expanding' strategy involves building upon the language and actions that Marcus is already using. For example, if he says 'go', the adult can say 'go car' to introduce new vocabulary in a familiar context.
Why is positioning important when interacting with Marcus?
-Positioning is important for facilitating eye contact and shared smiles, which are crucial for building a connection and encouraging communication.
What does Jenny suggest about the use of technology and toys in play?
-Jenny suggests that while technology is prevalent, it's the simple, old-fashioned play and taking turns that can be most beneficial for children like Marcus, as it promotes interaction and learning.
Outlines
👵 Grandmother's Role in Marcus's Development
This paragraph introduces Marcus, a child on the autism spectrum, and his grandmother Renee Dunn who plays a crucial role in his care while his parents work. Marcus is described as loving and affectionate but struggles with communication and social interaction. Renee seeks help from Jenny Sharpless, a speech-language pathologist at the Kennedy Krieger Center for Autism and Related Disorders. The focus is on engaging Marcus by tuning into his interests and imitating his play, which is a strategy to help him communicate and connect better. The session demonstrates how adjusting play techniques can lead to more interactive and meaningful engagement with Marcus.
🚗 Enhancing Play and Communication with Marcus
The second paragraph delves into the strategy of expanding language and play with Marcus. It emphasizes the importance of positioning and eye contact to facilitate communication. The use of simple language and focusing on key vocabulary related to the toys, such as 'go' and 'car', is highlighted as a way to encourage Marcus to use words. The paragraph also touches on the joy of traditional play in an era dominated by technology and the effectiveness of joining in the child's activities to promote learning and enjoyment. The summary concludes with a reflection on the simplicity of the strategies used and their significant impact on Marcus's engagement and language development.
Mindmap
Keywords
💡Autism Spectrum
💡Speech-Language Pathologist
💡Tuning In
💡Imitation
💡Play Partner
💡Communication Frustration
💡Vocabulary
💡Expansion
💡Positioning
💡Traditional Play
Highlights
Marcus, a child on the autism spectrum, is described as loving and affectionate by his grandmother Renee Dunn.
Marcus initially shows reluctance to engage in play with others and struggles with communication.
Jenny Sharpless, a speech language pathologist, introduces strategies to improve interaction with Marcus.
The first strategy is 'tuning in' to Marcus's interests and imitating his actions during play.
Renee is encouraged to become a play partner with Marcus, rather than just an observer.
The importance of simplifying language and focusing on key vocabulary during play is emphasized.
Using action words and numbers as part of the play to engage Marcus's interest in the activity.
Marcus begins to show progress by engaging longer in play and starting to say words.
The strategy of imitating Marcus's play with a puzzle is used to join in and facilitate interaction.
Face-to-face positioning during play is suggested to improve eye contact and shared smiles.
The simplicity of the strategies used is highlighted, showing that complex education about autism is not always necessary.
Marcus enjoys the play and shows positive reactions such as smiling and making eye contact.
The concept of expanding language during play by using phrases like 'go car' is introduced.
Renee learns that simple adjustments in play and communication can significantly help Marcus.
The transcript emphasizes the importance of old-fashioned play and taking turns in activities.
Renee is encouraged to join in Marcus's activities and observe his reactions to learn and adapt.
The session concludes with a positive note on the effectiveness of the strategies used with Marcus.
Transcripts
I have some do you want these
Marcus is very loving and very
affectionate
we were blessed with him and he is on
the autism spectrum I'm Renee Dunn
Marcus look I'm Marcus's grandmother
look
a car you have a car he likes playing by
himself and whenever you would sit down
with him he would kind of move away it's
not the game
and he is getting very very frustrated
not being able to communicate
but his grandmother watches him while
his parents work
when I first started working with Marcus
he was not talking not saying any words
he had lots of babbling he wasn't very
interested in playing with others
from Jenny sharpless I'm a speech
language pathologist here at the Kennedy
Krieger Center for Autism and Related
Disorders the number one strategy we're
going to work on today is just tuning in
to what he's interested in and imitating
him so show me how you normally play at
home okay what the first thing we would
do is them out now if he didn't
immediately
take something then I give him something
there you go very good Marcus
great so he was really good at that
puzzle but the one thing that I noticed
is that he's playing and you're watching
I want you to be able to be his play
partner so what was he doing with this
puzzle
he was picking up each piece and putting
it in yeah so then you will
okay yeah I'm gonna put one in two two
now you put one in
already the look of your play has
changed you were playing together it
looked like you were taking turns it
already looked more fun one thing is we
talked about not asking a lot of
questions not using a lot of generic
type language but looking at a toy and
thinking about what's the most important
vocabulary we can pick out from this toy
I was just looking at this simple puzzle
what are some vocabulary words that come
to mind colors as opposed to shapes or
if colors were too difficult I would
count because he loves numbers also we
can think of the action words we've put
in and we take out
you want to put it in which one
one
can I do one
one two
two so one
go ahead
what number start
three as soon as we simplified her
language she joined them in play he
stuck with her longer and he started
saying words which was amazing has he
ever seen this toy before no no so he's
figuring out that the balls can go in
the holes so thinking about the imitate
strategy we did with the puzzle what
would you do to join in with his play
now let me offer one suggestion come
around and be face more face to face
with him
in this side
so now already it changes the look of
your play it looks like you're playing
with him rather than just watching him
true so now I could take
so we think it has to be something so
difficult and we have to have all this
education about autism to work with them
ready set go wow actually I've learned
here with Jenny that it's just the
little simple things that you do and
simplify the way you think about playing
with them that really helps them the
most can I have a car
please so make sure you have your own
it's when you imitate him you don't want
to have to take his toy because it's not
about turn taking it's about really
imitating
my car what are you going to do now that
you have your own car I'm going to try
to play along with him ready
set
go go
and look he is enjoying this so much
you're getting such nice eye contact
yeah
he's smiling at you the next thing I
want you to think about is your language
so we already know go is a word because
he's saying it go but what what other
what other words do you think can you
think about with this toy
um car good Renee like lots of parents
want to teach their child something new
that's where we get the next part of the
strategy that expands part so we can
think about expanding on our language a
little bit and saying
a cargo or go car so to hear him say we
because he was excited or go because he
knew it was time for the car to go down
the ramp it's wonderful
this bus does exactly what he likes to
do he likes to put things in or on
so we can show him
so make sure your positioning is also on
your mind when you're in this type of
position he can make eye contact with
you easier he can share Smiles with you
easier woof
off you know especially in this era of
Technology there's less emphasis on
toys and just good old-fashioned play
being in there and and
taking my turn and lets him have fun
with it
thank you
join in do what they're doing see what
they're doing and it it definitely works
so now I can just play with him and
he'll enjoy it and we'll still be
learning
Ready Set yeah
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