TEACHING ACTIVITIES FOR AUSTISTIC

CHILDREN
(Page 41-46)

Dwi Fatmala, S.Ked

K1A1 12 054

SUPERVISOR:
dr. Junuda RAF, M.Kes., Sp.KJ

UNCOVERS TOY
Reception, visual, 0-1 year
Motor, grasping, 0-1 year
Goal : To increase attention to objects and maintain a visual image in the
childs memory for brief periods.
Objective : To watch toy being covered, and maintain interest in that toy for a
brief period while it is out of sight and then uncover it.
Materials : Small cloth (towel, handkerchief, tissue), favorite small toy or food.
Procedure : Show joan the toy and let her handle it for a short time. Then take the
toy away and place it on the floor right in front of her. Immediately
drop the cloth over the toy. Say oh-oh and help her pull the cloth
off with her hand. Act excited as the toy is uncovered to encourage
her to participate in the activity. Give less and less prompting as she
gets used to the game and begins to initiate the uncovering action
herself.

VISUAL TRACKING
Reception, visual, 0-1 year
Motor, grasping, 0-1 year
Goal : To improve visual attention.
Objective : To watch a persons hand to note the placement of an object.
Materials : Three small bowls or trays, small food rewards
Procedure : Sit across the table from Sally with the three bowls or trays between you.
Space the trays so that they are about 6 inches apart. Hold up a small food
reward, such as a piece of candy or a cookie. Say Look, Sally, and wave
the reward across her field of vision. Once she is looking at the reward, place
it in one of the three trays. If she does not immediately take the reward from
the tray, say Get the cookie, and point to the proper tray. If she still does
not respond, get her attention and guide her hand to the cookie. Repeat the
activity many times until sally begins to watch your hand to see where you
are placing the cookie and the takes it from the tray without assistance.
 Goal : To alert to a familiar sound and recognize this as a communication announcing a
coming event.

ALERTING TO Objective : To stop an activity when a bell rings, look toward the source of the sound and
FAMILIAR SOUNDS then move to an adult
Reception, Auditory, 0-1 Materials : Loud hand bell
year Procedure : Henry is particulary fond of having a bath and of going for a ride in the car.
Performance, receptive Just before you do either of these two routines, ring the bell loudly behind him.
language, 1-2 years As soon as he turns around, take his hand and say Bath or Car as you get
him ready to begin the activity. If the does no turn around when the bell rings,
move it to his side until he notices the movement visually. Do not let him see the
movement of the bell ringing until you are sure he is not noticing the suond. As
he gets used to this routine he will begin to notice the sound more quickly.
Always ring the bell before these two favorite activities, and do not use it any
other time. When he becomes accustomed to the activity, start ringin the bell at
gradually greater distances.
 Goal : To improve auditory perception

Objective : To associated two different sounds with different action, to discriminate

between the two sounds, and to anticipate the action associated with each
sound.
AUDITORY
Materials : None
ASSOCIATION
Reception, auditory, 0-1 Procedure : Choose two fun sounds and match them with two fun motions. For example,

year you might tickle Cathy's tummy while you say "Ti-ti-ti," or clap her hands

Individual Interaction, 0-1 together and say "Boom. Always remember to associate the same sound
with the same action. Cathy will eventually learn to listen to the distinct
years
sounds and associate them with specific actions. After you have repeated the
routine many times using the same sounds and actions. occasionally make
one without the other to see if Cathy will anticipate. For instanace, hesitate
a few seconds before tickling her. Say,Ti ti ti." Repeat the sound and see if
she anticipates the tickle. Say "Boom" and note if she holds up her hands to
be clapped.
 Goal : To improve visual attention and to develop the ability to disrcriminate object

Objective : To scan a room for a desired object without being distracted by other stimuli

RETRIEVING Materials : Medium size box, three parts of common items (for example, shoes, cups,

DESIRED OBJECTS apples)

Perception, visual, 1-2 Procedure : Seatter three familiar objects in clear sight around a room. Stand with Jaffrey

years
Cognitive performance,
matching, 1-2 years
Cognitive performance,
receptive language, 1-2
In a place where he can see all three objects. Show him an item identical to one
of tho objects scattered around the room. For example, hold up a shoe and say
"Get the shoe. if he has trouble locating the object, focus his attention on one
area of the room by pointing in the general direction of the shoe, if he still has
trouble, point directly at the shoe. As a last resort take his hand, show him the
shoe, say "Get the shoe, and walk him over to the object. Bring both shoes

years (optional) back to the starting point and put them in the box. Reward him whenever a
pair of objects goes into the box, even if you had to help him retrieve the item.

Repeat the activity until all of the items are in the box, if he develops adequate
receptive language abilities, use only the verbal command "Get the shoe,
instead of matching the items.
 Goal : To improve visual attention and memory.

Objective : To find an object hidden under one of three individual cups.

Materials : Three different cups, three identical cups, food reward.
Procedure : Sit at a table with Paul across from you. For the first part of the activity, use three
different cups or three different containers (for example, a cup, a glass, and a
bowl). Place the cups or containers face down on the table in front of Paul. Say,
SHELL GAME
"Look, Paul," and wave a piece of a favorite food reward across his field of vision.
Perception, visual, 1-2 years
When you are sure he is watching your hand, hide the reward under one of the
containers. Do not move the cups or attempt to switch their positions. Say Get the
cookie, and point to the cups indicate that he should find the reward. If he seems
confused, guide his hand to overturn the proper cup. Act excited about finding the
rewar. Praise him for turning over the cup and let him have the reward. When he
can watch your hand and find the reward under a set of different looking cups,
repeat the procedure using three identical cups. When he can find the reward
under the proper cup from among an identical set of three also only two cups, but
switch the position of the cups once after putting the reward under a set of them.
Remember each time to make sure that Paul is watching your hand as you hide the
reward
 Goal : To improve visual perception and placement of objects on a target

Objective : To arrange four blocks on prearranged patterns

COPYING BLOCK Materials : Four blocks, cardboard or white paper, magic marker
PATTERNS Procedure : Make up a number of worksheets by tracing the outline of four
Perception, visual, 1-2 blocks in various pattern on cardboard or heavy paper. Color In
years the outlines so they are clearly visible. Sample worksheet are
Eye-hand Integration,
shown in Figure 2.1. Put one of the outllines in front of Kathy, and
control, 1-2 years
give her a block. Point to the place for one the and say "Put it on."
Guide her hand to put the block on the designated spot. Reward
her immediately and repeat the procedure until all of the block are
placed on the worksheet. Repeat the procedure with a second
outline, but on the fourth block, say "Put it on without pointing to
the remaining vacant spot. See if she finds the vacant position and
places the block property by herself. Gradually reduce your
assitance until you not to point at all.
 Goal : To improve visual and matching skills.

Objective : To match identical pairs of simple designs.

Materials : Paper, magic maker or crayons.
DISCRIMINATING Procedure : Use a magic marker or crayon to make simple boldface designs on
DESIGNS individuals sheets of paper (see figure 2.2). Put only one design on each
Perception, visual, 2-3 sheet make a pair of each design. Place one set of design on the table in
years front of Torry. Spread them out so he can see them all at once. Keep the
matching set of design in your lap. Give Torry one design from your set
Cognitive performance, and say Find match. Take his hand and guide him to compare the
matching, 2-3 years design to each one of the cards on the table. If the designs do not match,
say No match and compare it to the next card. When you find
the matching design say "Yes, match and put the two matching cards
aside. Make sure he is watching while you compare the designs. Repeat
the procedure until all of the designs are completely match use only three
designs per set, but gradually increase the number and complexity that
will signs as his skill increases.
TERIMA KASIH