may need to model how to use the holding box for a child with a disability. The typically-developing peer can place an object in the box to demonstrate for the child with a disability. Social narratives or real photos can also be used to support how to use the holding box. A timer can be used for a child to practice us- ing the holding box. The child can place their special toy in the box and when the timer goes off, they can go back and get their special toy. The goal is over time the child will be comfortable to separate from their toy and join peers in play. For a provider who is doing home visits for a child with special needs, the provider will be focusing on the child’s individualized goals. I would challenge providers to ensure they are including play in all aspects of their data collection. As an example, a child’s goal may be for the child to stack blocks and focus on a task by following directions. Providers can consider the stages of block play and encourage the child to expand their block play as well as direction following within a play setting. The fine motor goal of stacking blocks can be accomplished simply by modeling and stacking blocks or the provider can consider the stages of block play and work toward a higher level of play. For a child who has difficulty with change, providers can make small changes and support the child through the problem-solving process. Adap- tive textured blocks can be added with soft or wooden blocks. The child may refuse to use the new blocks or could have a melt- down. The provider can model how to use the different types of blocks and assist the child in using calming strategies. Young children can get “stuck” in a stage of block play and will need di- rect modeling and support to move on to the next stage. What stage is your child in?
Mayer Johnson Boardmaker symbols https://goboardmaker.com/
Young children often need support and practice when taking turns. A taking turns necklace can be created with yarn and May- er Johnson Symbols from Boardmaker online. The symbols “my turn” and “your turn” can be color-coded green for “my turn” and red for “your turn.” If the child has an understanding that green means go and red means stop the color coding can support the visual necklace. If the child does not yet have an understanding of red means stop and green means go, the providers can teach the skill with games and visual supports. Visuals can be creat- ed to support the intervention theme of red meaning stop and green meaning go. The children can exchange the necklaces when the favorite toy or game is exchanged. The children will need adult support and as the children begin to understand the turn taking necklace then peer models can begin to assist the child with special needs instead of the adults. Providers need to share ideas and stay up-to-date on current Early Childhood As- sistive Technology. The Early Childhood Special Ed and AT Blog includes app reviews, switch ideas, specific disability informa- tion and more. Subscribe to get updated information sent di- rectly to you. A holding box for preferred toys can be used to support play for children who have a difficult time separating from a special toy or object. The box can be as simple as a shoebox or a plas- tic crate. The holding box will need to be individualized for the student’s needs. A plastic crate will work well for a child who is attached to an object like a blanket and needs to be able to see that it is safe. Some children have difficulty separating from a small toy or figurine and just need to place it somewhere before they can begin to play with other toys. The idea is that the toy or object is safe and the child will get it back. The holding box is not used to take away toys for punishment. The holding box can be used by any child in the class. A typically-developing peer
Stages of Block Play
Stage 1 (2-3 Years) Non-Construction • Carrying and Dumping Blocks • Learning about block properties • Developing muscle tone and coordination
• Children explore the properties of blocks by moving, touching, holding and feeling as opposed to building.
Stage 2 (age 3) Repetitive
• First structures appear • Puts blocks side by side • Experimentation and problem-solving • Encourages cooperative play • Stacking blocks vertically in repetitive patterns
Stage 3 (age 3-4) Bridging • Creating bridges
Stage 4 (age 4) Enclosures • Create a space and enclose an object or area • First with blocks lying flat, then vertical enclosures
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