Part 2 – Effective Ways to Improve Your Practice with Children with ASD
Last week, I shared some ideas on how to improve your practice with children with ASD. You can read that post here.
Here are some more tips and suggestions of things that I have learned along the way that have completely changed my sessions with children with ASD (in a good way!):
4. Bring down the key you’re singing in –
High sounds can at times be over stimulating for children on the autism spectrum. I have found that if I simply bring the key down a few half steps, it can be much more tolerable than when I sing in a high range.
5. Don’t forget to use other accompaniment instruments –
In my sessions with children who are in the severe range of functioning, there are times when I never pick up the guitar to accompany myself. The sound of the strings can seem to be extremely overwhelming to them (as evidenced by them holding their hands over their ears when I start to play).
This has led me to explore the use of the drum, maraca, glockenspeil, and even kokoriko to accompany myself. Or sometimes singing a cappella can be just as effective.
6. Go in without a session plan –
I am a planner and organizer. I love session planning. So to go into a session with no set plan was a challenge for me. But I have seen some incredible results when I go into a session with no set plan and I simply follow the child’s responses and adapt accordingly.
I’m sure in a few weeks or months I will have more to add to this list.
For now, what can YOU share? Leave a comment below and let us know some things that have helped improve your practice with children with ASD.