sensory storytime: preschool programming that makes sense for kids with autism

Sensory Storytime: Preschool Programming that Makes Sense for Kids with Autism

ALA Conference PresentationTricia Bohanon Twarogowski

June 25, 2011

Feedback—First Storytime August 2008

• This is a great idea! Kids can roam free and make noise without parents worrying they are bothering others.

• We hope you have more! Thanks!

• Keep things moving. Need it louder. More action.

• My child would benefit from having the books/presenters sit in the middle of the group. The closer the material, the more likely he is to pay attention.

Focus GroupSeptember 2008

10 questions including:“What would an effective program look like?” “What tips can you give for interacting well with your

child?” “What resources would you recommend that the Library

have that we currently do not?”

Charlotte-Area School Visits

Fletcher School

Learning Disabilities (ADHD)

Garr Christian School

Autism Track

Metro School—CMS

Multiple disabilities (severely cognitively disabled)

Autism Society Partnership

• Attended meetings—including regular meetings and summer fairs

• One-on-one meetings with Parent Advocate and President of organization

• Partnership between the Autism Society and Library to raise Autism awareness of all library staff members

http://www.asncmeck.org/

Rhythm and Rhyme Storytime

• Audience--children with autism (primarily)• Saturday mornings work best• No age limits set• Presenters possess “flexibility plus”• Social time following program

Storytime Announcements

• Thank you for supporting our efforts to provide specialized programming—feedback is welcome

• Purpose-not to exclude but to welcome without judgment

• Understanding that children are at different levels—feel free to come and go as necessary during program

• Present visual schedule for the program

Visual Schedule

Storytime Setting

• Dimmer lighting• Seating spot—e.g. rug or

carpet square• No food or perfume• Stuffed animals/pillows• Programming materials

best concealed

Storytime Components

• Visual schedule (Boardmaker) • Books with patterns, repeating

lines or easily reproduced visual options

• Double visuals (book/puppet or book/flannel simultaneously)

• Music low-key/acoustic

Book Examples

Hands On Activities

Double Visuals

Music Activities

Music Examples

Repeated Activities

Building Programming Relationships

“It’s nice to be in an open and understanding environment. It’s just nice to be relaxed.”—Jennifer Lang, Mother of Courtney, a 4-year old child with sensory integration dysfunction and hyperactivity

“It’s an hour of therapy being able to interact with Michael and see other children who have special needs like him. It’s been nice to meet other parents who understand what it’s like.”—Michael McManus, Sr., Father of Michael Jr., a 2-year old child with autism

Building Library Relationships

Response from survey 7/25/09: “Our family does not frequent library programs

because of my autistic daughter. However; because of Rhythm and Rhyme we have been coming to the library and have even gotten library cards for several members of the family.”

Charlotte Mecklenburg Library Training Video and ALSC Blog Series

Emily Nanney, Children’s Services Manager, South County Regional Library

Tricia Bohanon Twarogowski, Former Children’s Services

Manager, Matthews Branch Library

http://plcmc.org/programs/special_needs/default.aspAccessible from:

Ideas for Addition of Sensory Benefits to Storytime Classes

• Read a book multiple times or repeat book again as flannel story• Add visual schedule• Use of hands-on activities with objects--e.g. bean bags/flannel

pieces/scarves/stick objects• Carpet squares or rug for a seating spots or use of adaptive seating –

e.g. sitting wedges or Educubes• Adaptive technology—e.g. Big Mack switch• Sensory integration equipment –e.g. sensory balance beam,

Therabands or textured bean bags/balls• Incorporate tactile items of various textures (common items such as

cotton balls or corrugated paper)

Flexibility, acceptance and a positive attitude!

Contact Information

Tricia Bohanon TwarogowskiYouth Public Services SupervisorCuyahoga County Public Library

Maple Heights Branch

Phone: (216) 475-5000

Email: ptwarogowski@cuyahogalibrary.org