Do you feel like you are repeating yourself all the time? Does your child get lost in the steps of an activity or wander off before the activity is done? Is it hard for your child to play independently? Does your child start playing with one toy and then just stop without transitioning to something new? Independent play can be a game changer. Independent play schedules allow for a little piece of time to do all the things we do as parents. And let’s face it, right now we all could use a free minute to focus on something other than entertaining our kids.
The statement “just go play” seems natural and easy, but for many of our children on the autism spectrum it can be hard.
Playing independently involves planning, executing, staying on task, flexible thinking and problem solving. Knowing how to play with toys may not be enough.
So what can we do as parents to support our kids to engage in independent play without holding their hands the whole time?
For many of our clients we utilize play schedules that help build up the planning skills necessary to play independently. They can be as simple as a list or as fancy as a Velcro schedule, but regardless of format they support the same things.
Play schedules act as an anchor and reference point for a familiar activity to regroup and refocus to the task at hand. Think of it just like you would a list at the grocery store. We all walk in knowing what we need, but we can get distracted and off-task. Our list helps us remember all the little things we needed so we can leave the grocery store successfully.
Here how a play schedule would look in your home.
1. Identify favorite toys and activities and take a clear picture.
2. Print the pictures and tape or laminate them so they are sturdy.
3. Place the pictures spread out (3-5) and have your child select three activities or toys to play with. If your child cannot make a choice, select three activities you know they like.
4. Tell your child “go play” and direct them to the first choice. You may set a timer for the activity. You want them to play with the activity long enough to enjoy, but short enough to not get bored. (It’s when we are completely satiated that we start to wander off-task.)
5. When the timer goes off, direct your child to the next picture using a point and the phrase “go play.” Start the timer again. Keep verbal directions to a minimum. We want the timer to direct the play transition and not you!
6. Continue play routine until all activities are complete.
Play schedules can be so helpful, but they require teaching at first. Don’t get discouraged. The important part is to limit verbal reminding and use pointing and pictures to remind your child what they should be doing! Eventually our goal will be to fade ourselves completely out of the routine and just use timers and visuals to help. While you’re teaching this routine it can be tempting to explain and verbally prompt your child, but try your best to use redirecting statements that help your child anchor into their environment like their schedule, visuals, and timer.
“I hear the timer! What does that mean?”
“Let’s check your schedule.”
“What does your schedule say.”
Remember, we want the timer and visuals to be the cue, not you! So, give it a try this week and feel free to make tweaks and upgrades based on your family’s unique need! Practice makes perfect!
For more help with activity or play schedule don’t hesitate to reach out to us! We are here to help!