Child’s Profile “Book about Me” (for children with autism)

This resource creates a story about a child’s likes and dislikes, fears and anxiety’s, and can be given or shown to family, friends, carers and other people who interact with the child. It is helpful to have this knowledge and understanding about how these emotions and feelings can contribute to the child’s behaviours.

The “Book About Me” also provides important information about the best way to communicate with the child to help him/her understand what is required of them, what is going to happen, why something is going to happen, etc.

This resource should be developed in conjunction with staff.
 

Communication Recommendations

Practice key verbs that serve a social function:
 

• ‘want’ requesting objects
• ‘look’ gaining someone’s attention
• ‘help’ requesting action
• ‘got’ reporting
   
• Using signing to assist with remembering and retrieving new words. Will be a theme every few weeks e.g the sign for “who”
• Practice listening to and following simple instructions in play. i.e. find specific objects (use location words), put objects in specific places ie next to, under, on, in, behind, in front…
• target understanding of concepts such as attributes in play ie long/short, wet/dry, empty/full
• Use pictures to support understanding of what may happen in the immediate future.
• Model language in short, simple sentences. 2-3 words per sentences; and model correct sentences .e.g. “John do wee” e.g. response ”Great John, time to go to the toilet”
• Model lots of adjectives and nouns ie fast car, fluffy cloud, soft and squishy play dough
• Develop problem solving by prompting ‘what’s next’, ‘what else do you need’, how will you do that’,
• Categorise items in games such as food, animal, clothes
• Describing feelings and emotions e.g. “that’s funny”, that’s silly, are you upset, she’s sad, I like that…
• Directed play; initiate play and demonstrate play skills and scenarios with John and gradually involve other children- this will help John learn key social skills such as invitations and responses.

In Summary

• I respond well to visual schedules/timetables and gestured prompts
• I can follow group instructions that are a familiar part of the session routine
• I demonstrate difficulty in following non familiar instructions
• At times, I am reluctant to accept assistance if I am unsure that I will be able to do the task well and I may refuse to make an attempt
• You need my full attention before giving me an instruction. It is best if you get down to my eye level, establish eye contact and speak in short simple sentences. You may have to show me what you expect of me. Sometimes I may say yes even though I don’t understand what you have said. Processing of verbal instructions sometimes requires repetition of instructions and additional time to process the information
• I sometimes have difficulty with decision making if too many options are presented
• people don’t fuss over me but remind me of strategies to get/ ask for help e.g.” would you like some help Takara?”
• people identify when I am anxious then provide alternatives and give me space
   

My Name is: John Smith	Photo of John Smith
I am… 4 years old learning to describe my feelings and emotions want to join in more things with other people
I like… The colour red Painting, drawing, colouring-in Computers Dancing and singing to nursery rhymes Bob the Builder, Thomas the Tank Engine, Maisy Books about trucks and trains People to talk quietly to me Playing outside Going to my grandparents house
When I am confused and don’t understand what’s going on I may…. Become stressed and say things like “I don’t want it” (ie. I don’t know what is expected of me) Drop my head and pout Run away and slam a door Melt down if it’s all too much My reactions may not always tell you what is really happening or what I am really trying to show you.
I get upset when... I don’t understand what is expected of me I am not understood I am in new situations and don’t know what to do I can’t understand what others are doing / Others don’t do what I want them to I am forced to do things I am having trouble understanding I can’t work out different options	and I may... ...get anxious, upset and withdrawn ...withdraw, become anxious and shy ...not be able to use strategies to help myself   ...get bossy, try and get them to do things I know how to do ...say inappropriate things, get cross, refuse to try ...try to gain control and set up a situation I can
I learn and respond best when…. Instructions are visual (pictures and signing) and oral Verbal instructions have clear meaning / tell me what you want me to do, eg. Tell me to “stand up” rather than “jump up”. I especially like to watch others to work things `out I am clear on what is expected, how to go about it, and what is going to happen I am helped to know how to begin and that changes are explained. I am given TIME to think about what is said or what is happening. I really need to digest and process what is being said to me and what is expected of me. The activity I am doing is fully completed before I am asked to go on to something else. People identify when I am anxious, then provide alternatives and give me space. People understand that I may have difficulty in expressing how I feel and may use actions rather than words to communicate my needs.