on the back and send them off to play a ‘snap’ game by sticking the photo to the item you name. Alternatively you could make two sets of cards, stick one set around the house and show your child the second set one at a time and ask them to run to the object and return with the matching card.
You can play sorting games (by categories/colours/uses/etc.), matching games (picture to object/picture to picture) and literacy games (things beginning with …) with all sorts of pictures. By using recognizable photos of objects, people and places familiar and relevant to your child you create interest and meaning in the activity and are not demanding a level of imagination which your child may struggle with. Your child will connect more immediately looking at a picture of his own Wellingtons than he will with a general picture of Wellingtons.
Using digital photography to assist understanding and choice making
Photos are great to act as prompts to remind children where things are in the house and create a greater sense of independence, from collecting their own cutlery to finding clean pyjamas. You can place wallet size pictures on drawers, cupboards, storage boxes and play cupboards. As your child gets older you can help him recall the toys he has and make positive choices by taking pictures of activities, books, film covers and games and placing them in an album of activities that he might choose to do in his ‘free time’. This type of strategy bridges the gap in his imagination when he tries to think what to do next and may get locked into a repetitive routine simply as a means to fill in time.
You can also use photos to show your child how to do a particular activity such as setting the table (e.g. a photo of the finished place setting) or planting a seed. Your child can then follow the picture independently, giving him a greater sense of autonomy and removing the frustration of following more ambiguous verbal instructions.
You could try compiling a ‘trading card’ style game for friends and family by putting some information under the picture such as favourite colour/date of birth/favourite animal, etc. Often children with autism enjoy collecting this type of data and it gives them a strong sense of familiarity with the person on the picture as well as a good conversation starter when they see them in real life! Photos of friends and family are great for all sorts of events: for cueing a child ready for a visit, for letting them know who’s on the telephone, or for showing your child who is sitting where for Christmas dinner.
Meal choices
Photos are a simple and effective way to empower a nonverbal child to make meal choices. Take photos of dishes as they are served (even the ones he appears not to like that day) and use them to create choices (maybe three per meal) or simply to enable you to communicate what they will be eating that day. By removing the stress of ‘not knowing’ you open up possibilities of your child being relaxed enough to try something new if he has already seen a picture of it beforehand.
Your child and the digital camera
Try arming your child with a disposable camera or an inexpensive digital camera when you go out. Having ‘something to do’ can remove some of the anxiety of, for example, a trip out or a visit to relatives. Even if you think there are 24 pictures of light fittings, develop the pictures or look at them together on the computer. Looking at photos your child chooses to take can surprise you with an insight into what he is interested in capturing.
Your child can use the digital camera as a learning activity; ask him to take a picture of something beginning with ‘C’, etc., or ask him to take a picture of something green/blue/red…and report back. Your questions can be tailored to your child’s level of understanding, i.e. ‘anything found in the kitchen’ or ‘something to keep the milk cold’. You can then print these off and use them in a table-top activity of, for example, making a collage board of ‘kitchen equipment’ or ‘green items’.
Windows Movie Maker
This surprisingly simple program is found on most Windows packages and is fun and easy to use: drop photos into a sequence of shots against music and watch your trip out or holiday as a ‘mini film’. There are endless possibilities to make the slide transitions and sound as attention-grabbing as possible in order to capture the imagination of the most reluctant viewer. You might even add text slides in between photos to create Social Stories™ in a highly captivating way. For more information on how to write Social Stories™, visit www.thegraycenter.org.
Dropping photos into printed Social Stories™
You can personalize your Social Stories™ by adding your own photos. Try keeping a digital camera (many mobile phones have this technology now) on you all the time and make taking photos something you do without thinking, though always ask permission if, for example, you want a photo of the dentist or shopkeeper and explain why.
Undoubtedly your single most valuable resource is the computer/internet and printer even if your child himself won’t be using it. For homes without this technology there are varied routes to getting it other than the high street. Look for non-profit organizations who refurbish computers for charities and individuals, or your local computer repair shop or college may be a good starting point. Shop around for one of the ‘all in one’ telephone and broadband deals and set about making the most of amazingly easy access to essential autism information and support. If you already have a home computer, make time to reassess whether you are utilizing it to its fullest advantage – you may be surprised at what you’re missing!
Note: Websites for sourcing toys and activities, therapeutic interventions and support groups can be found at the back of the book.
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