Many neurodivergent and disabled children experience interventions that can predominately be adult-directed or prescriptive. This can lead to practice that focuses on training the child out of their neurodivergence. We wanted to offer ideas, but we also wanted to ensure that [we] took a neurodiversity-informed and affirming approach.
Our use of ‘neurodivergent’ is an umbrella term encompassing people who process, learn and/or behave differently from what would be considered typical. Autism, attention deficit hyperactivity disorder (ADHD) and dyslexia are generally considered as neurodivergence.
PLAY MAPPING
Neurodivergent children can appear to move quickly from place to place. Play mapping enables us to follow the play flow and look for patterns.
What to do: 1. Draw a very basic bird’s-eye view of the play space. 2. Allocate some time to pay observational attention to the fleeting play. 3. Using a clipboard and paper, use one colour to map the child’s movements. 4. Repeat over several days, using a different coloured pen each time. 5. Review the play map at the end of the week and discuss with parents or carers.
Neurodiversity-affirming element: Play mapping helps find out about interests, understanding the child’s sensory landscape, or considering if the environment works well for the child.
HOME-MADE SOUND BATHS
Sound bathing is the practice of being immersed in sound for calm and relaxation.
Taking it forward: Empower the children to autonomously access instruments such as chimes, a sound ball or gong, etc. to create their own sound bath routines. Consider individual needs, such as a child’s sensory needs or triggers, or if a child has hearing difficulties.
What to do: This activity can be delivered as a guided meditation with children, or they can explore the instruments. 1. Find a calm space and turn the lights down or off. 2. Create sounds using the instruments or by playing a calming soundtrack while providing affirmations, such as ‘I am safe’ and ‘I feel calm’. 3. Continue the activity for five to ten minutes, but ensure the children are able to opt out.
EMBRACING ECHOLALIA
Case study: Robin uses delayed echolalia as a form of communication. His key phrases are ‘mom’ and ‘go digging’. His key person notices that the intonation is different each time he uses these phrases. Saying ‘mom’ is self-regulatory and used when he wants reassurance, and ‘go digging’ is used to make requests and express interests. The key person acknowledges these phrases and offers a response. Over time, he is experimenting with new phrases and chunks of language.
Definition: Delayed echolalia means the non-immediate use of utterances or words. For example, a child repeating a phrase they have heard which then becomes a familiar part of their language. This form of communication is considered part of Gestalt Language Processing, and is the process of learning language from ‘whole to part’.
What to do: 1. Delayed echolalia can be a genuine attempt at communication. We should be responsive and acknowledge the attempt. 2. During your observations, note down what the child utters in their personal play dictionary. 3. Delayed echolalia can serve many functions. Through your observations, you might identify that the child is self-regulating, soothing or comforting themselves; making requests; answering questions; turn-taking; making declarations; giving yes/no answers; requesting; commenting; self-advocating. 4. Respond back to the child to acknowledge the echolalia, for example, by repeating or extending on what they have said.
What’s in it for the children? If you were to conduct a quick internet search on delayed echolalia, you would disappointingly see some results which suggest that echolalia should be stopped, ignored or even punished. The ideas in this activity provide ways in which you can honour children’s valid attempts at communication.
Taking it forward: As you develop your understanding of delayed echolalia, you can begin to develop your practice across the four stages of Gestalt Language Processing. Accounts such as ‘@meaningfulspeech’ and ‘@bohospeechie’ are great examples for professional development.
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