Recreation
Contents
Introduction
Enjoying recreation activities in one’s community not only brings opportunities for relaxation, focused skill building, and fun, but it has an added impact of developing social skills and relationships. Learning that occurs in inclusive settings increases social interactions, and children with autism spectrum disorders can take the social skills that develop to other settings and use them. Children with autism spectrum disorders learn from their typically developing peers what acceptable behavior in recreation is. As the child develops and uses social skills, he or she is more likely to develop genuine friendships.
Figuring out how to access community recreation offerings can be a challenge. Families provide the critical link in supporting the child or adult with an autism spectrum disorder to make community connections by encouraging and facilitating their child’s involvement in recreational activities. What kind of supports and accommodations work best to encourage meaningful participation in recreational activities? Because of the wide spectrum of autism spectrum disorders, needs for support will vary from one individual to another. As with any planning, we need to start with the child, youth or adult first identifying interests and needs for support in the areas of social communication, sensory issues, and behavior that is incompatible with achieving participation.
Some programs offer peer mentoring with the addition of focused social skill and pragmatic language development as a way to involve young adults with autism in typical social and recreational activities. Peer mentors act as a guide to navigating unfamiliar settings and provide opportunities to interact socially (Towson University Center for Adults with Autism). Other programs develop community participation by partnering with families, children and adults with disabilities, community agencies and recreational programs (The Arcadia Institute). An individual with a disability makes choices about what activities he or she wants to be involved in and through a collaborative effort barriers and accommodations are identified. Family members who know the person best are able to provide information for training staff at the recreation program and a support person on how to best support their family member. The individual gains new skills and relationships. Families add to their local network of programs, services, advocacy agencies and recreation programs and facilities that they can be involved.
References
- Fennick, E., Royle, J. (2003). Community inclusion for children and youth with developmental disabilities. Focus on Autism and Other Developmental Disabilities. 18 (1), pp. 20-27.
- Orsmond, G.I., Krauss, M.W., Seltzer, M.M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders. 34 (3), pp. 245-256.
- Potvin, M-C., Prelock, P.A., Snider, L. (2008). Collaborating to support meaningful participation in recreational activities of children with autism spectrum disorders. Topics in Language Disorders, 28 (4), pp. 365-374.
- Rogers, S.J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders. 30 (5).