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<\/a><\/em>.<\/p>\n\n\n\nFact-checked by\u00a0Vincenza De Falco, Autism & Learning Disabilities Specialist Coach<\/a><\/em>.<\/p>\n\n\n\n
In this post, we'll cover:<\/p>\n
Hide and seek keeps children playing together and learning how to take turns, as well as how to win or lose graciously. This can be the case because they lack theory of mind<\/a>.<\/p>\n\n\n\n
The reason for this is that they are unable to put themselves in another person’s shoes. They can struggle with empathy<\/a> or compassion for what someone else is going through as they don’t understand non-verbal cues of a change in mood or thoughts. <\/p>\n\n\n\n
Before a child with Autism can play hide and seek, complete with taking turns hiding and seeking, they should already be familiar with the concept of taking turns and how to win or lose graciously. They also need to understand that hiding is the nature of the game and that it doesn’t mean the other children aren’t trying to get away from them. <\/p>\n\n\n\n
To build a child’s play skills to play ‘hide and seek,’ start by having your child play alone<\/a> alongside other children, such as putting together a puzzle. Success at this stage might be completing the puzzle or sticking to their project without disturbing other children. <\/p>\n\n\n\n
An Autistic child may not always understand that hiding or running away is part of the game. Nor would they automatically know where the game’s limits are and might wander into a dangerous area. For this reason, you will need to\u00a0prepare your child<\/a>\u00a0for what happens in the game and why it happens.\u00a0<\/p>\n\n\n\n
To prepare your child for what happens in the game, you will need to do the following:<\/p>\n\n\n\n
There are times when hiding is unacceptable, such as when they are in trouble, or you’re at the grocery store. Sometimes, children with Autism might get confused<\/a> between play and reality and hide, thinking it is still a game when it’s not. When they hide at a store or in the park, and you have no idea where they are, this can be very dangerous as they might get taken or get seriously hurt, and no one can help them.<\/p>\n\n\n\n
Even with the best intentions, children will wander off because they follow a bug or small animal. Children with Autism are no different in that respect, so you will need to ensure the game is played in a limited and enclosed area<\/a>. A yard with a fence is ideal, especially if you’re unable to supervise<\/a> the entire game. But a small park will do, as will playing inside the house. <\/p>\n\n\n\n
After a good game of playing hide and seek, your child will still be on that emotional high from having fun with friends. And that’s fine, but they might have the idea that they can still play the game even when everyone else is finished and has gone home. <\/p>\n\n\n\n
Sit down with them and explain that, while it’s okay to be in a good mood because they had fun, it’s now time to stop the game because it is over. Help them understand that play is play and that people don’t play all the time. It’s okay to remember the fun they had with their friends, but it’s now time to do something else. <\/p>\n\n\n\n
Playtime and reality are difficult concepts for any child to grasp, but for children with Autism, they have a more difficult time with those concepts. So it would help if you had this conversation right after the game is over so they can transition a little easier.<\/p>\n\n\n\n
A child with Autism can play hide and seek other children, as long as they can run or hide. If the child also is prone to seizures, you might want to play with them to ensure they are safe. <\/p>\n\n\n\n
Take the time to prepare your child for playing with others, creating boundaries between reality and playtime, and keep them safe. If your child has difficulty with safety rules, try a therapy session with a trained counselor.<\/p>\n\n\n\n
One more thing: try using a communication board with phrases such as, “Ready or not, here I come!” so the child understands how to play.<\/p>\n\n\n\n
How To Use Visual Timers With Autistic Students<\/a><\/strong><\/p>\n\n\n\n
![\"vincenza\"](\"https:\/\/safesleepsystems.com\/wp-content\/uploads\/2020\/02\/vincenza-150x150.jpg\" "\\"\\"")
<\/figure><\/div>\n\n\n\nVincenza De Falco<\/strong> is an\u00a0Autism & Learning Disabilities (LD) specialist coach<\/strong>\u00a0with extensive experience working with young people with various needs in different settings. Her passion for Autism & LD started as a volunteer at a multi-functional provision for Autism whilst studying for a\u00a0BA in Theatre, Education, and Deaf Studies<\/strong>.\u00a0<\/p>\n\n\n\n
Throughout her career, Vincenza continues her professional development alongside working within numerous support and leadership roles in education and charities. Having gained Level 3 in\u00a0Speech and Language Support<\/strong>, HLTA qualification, Level 3 Award in Education and Training, and Level 3\u00a0CMI Coaching<\/strong>\u00a0qualification, Vincenza has furthered her expertise within\u00a0Autism & LD.<\/strong><\/p>\n\n\n\n
Entering the Third Sector as a Project Manager developing and delivering a specialist NEET program, she subsequently joined ThinkForward\u2019s newest venture\u00a0DFN MoveForward<\/strong>, supporting young people with Autism & LD to successfully transition from education into paid employment.\u00a0Through 1:1 coaching<\/strong>, family support, and training employers to become disability confident, Vincenza builds bespoke programs for young people with the end goal of work readiness and employment. Through Vincenza\u2019s passion for creating systemic change in Disability and employment, she forms part of the successful partnership running the DFN Project Search Supported Internship at\u00a0Moorfields Eye Hospital<\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n
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