c hildren with a utism s pectrum d isorders & t he l ibrary how to serve this growing population
TRANSCRIPT
CHILDREN WITH AUTISM SPECTRUM DISORDERS & THE LIBRARYHow to Serve this Growing Population
TODAY’S WORKSHOP
•Autism overview
•Programming:
• Why?
• How?
• Who?
•Sensory Storytime @ Reading Public Library
•Questions & Discussion
Ashley Waring, Children’s LibrarianReading Public [email protected]
AUTISM OVERVIEW
1 in 68 (cdc.gov)
ASD covers a broad range of challenges and strengths (PDD-NOS, Aspergers, HFA…)
Core challenges: language, behavior, social skills
Prefer to be alone or get too close Communication differences Stereotypies Perseveration Desire for routine Sensory challenges Meltdowns and/or tantrums Self-injurious behaviors or Aggressions
YOU MIGHT SEE…
SO YOU SHOULD… Learn patron’s name & preferred
communication style Speak with patron, not caregiver, first Say name first; don’t force eye contact Use straightforward language Be predictable Be flexible Minimize sensory stimulation Be patient Ignore non-disruptive behaviors Offer to help caregivers Help train your staff (
Libraries & Autism video)
PROGRAMS FOR ASD CHILDREN
WHY?
Numbers are there… Being welcoming is not
enough! A real challenge for families So make it easier for them!
A safe place and time No looks, no judgment
HOW?: THE ENVIRONMENT
Atmosphere & Attitude Welcoming, patient, helpful,
understanding Aware – not necessarily knowledgeable
Signage & Displays Not just in the Children’s Room!
HOW?: THE ENVIRONMENT CONTINUED…
Resources Booklists & brochures Webpage & links “This is My Library” & communication guide
Not just in Children’s Room!
Type of Program Storytime LEGO time, arts & crafts, music, video games,
therapy dogs, yoga, etc. Parent workshops
Goal Get new families into the library Give families a place to connect Create positive image of library in the
community Promote special collections
HOW?: PROGRAMMING
HOW?: PROGRAMMING CONTINUED…
Staffing You or someone else (or combo)? Training and support
Audience Study your community, talk to educators Chronological age vs. Developmental age Registered or drop-in?
Schedule These kids are busy Talk to EI, schools, families Something is better than nothing!
HOW?TIPS AND TECHNIQUES
Visual schedule Visual cues (carpet squares, tape lines, Time
Timer) Social Story Speak to children, not caregiver Slow down pace Give processing time Give choices Routine (repeat exposure = greater chance
for success!)
From Nova Southeastern University Alvin Shermin Library, Ft. Lauderdale, FL All Star Storytime
WHO?YOUR POTENTIAL PARTNERS
Your Community SEPAC Schools (public, including PreK, private) Early Intervention Local Arc chapter Local Autism Resource Center
You Peers MASSYAC, PUBYAC ALSC Libraries & Autism website
The Experts FCSN, Autism Consortium
POTENTIAL PARTNERS, CONT…
POTENTIAL PARTNERS, CONT…
A SPECIAL NEEDS STORYTIMESensory Storytime @ RPL
Visual supports are key More interactive No complex stories Sensory input Repetition Opportunities for social interactions and
motor planning Executive functioning – self control
VisualSupports
More Interactive
No Complex Stories
Sensory Input
Social Interactions
Motor Planning
Executive Functioning
GATHER YOUR MATERIALS
Visual Schedule Books & Props Scarves Bubbles Music & Instruments Therabands Fidget Toys Weighted Bean Bags Carpet Squares Time Timer
SPREAD THE WORD
Flyer In house Early Intervention Integrated PreK Therapists SEPAC PTOs Local ARC
Web Calendar Social media
Press Release
WHAT DOES IT LOOK LIKE?Every storytime is unique…
BUT HERE’S MINE:
T shirt song Fingerplay Book iPad / Scarves / Egg shakers activity Therabands – Bubblegum song Book Goodbye song with signs Bubbles
EVALUATE & GROWHow is it going?
GATHER FEEDBACK
Parent/Caregiver survey Personal conversations
KEEP A RECORD
Attendance statistics (by age) Activities & Books, how they were received
REFLECT What are my challenges? Can I do anything about them?