C HILDREN WITH A UTISM S PECTRUM D ISORDERS & T HE L IBRARY How to Serve this Growing Population.

CHILDREN WITH AUTISM SPECTRUM DISORDERS & THE LIBRARYHow to Serve this Growing Population

TODAY’S WORKSHOP

•Autism overview

•Programming:

• Why?

• How?

• Who?

•Sensory Storytime @ Reading Public Library

•Questions & Discussion

Ashley Waring, Children’s LibrarianReading Public [email protected]

AUTISM OVERVIEW

1 in 68 (cdc.gov)

ASD covers a broad range of challenges and strengths (PDD-NOS, Aspergers, HFA…)

Core challenges: language, behavior, social skills

Prefer to be alone or get too close Communication differences Stereotypies Perseveration Desire for routine Sensory challenges Meltdowns and/or tantrums Self-injurious behaviors or Aggressions

YOU MIGHT SEE…

SO YOU SHOULD… Learn patron’s name & preferred

communication style Speak with patron, not caregiver, first Say name first; don’t force eye contact Use straightforward language Be predictable Be flexible Minimize sensory stimulation Be patient Ignore non-disruptive behaviors Offer to help caregivers Help train your staff (

Libraries & Autism video)

PROGRAMS FOR ASD CHILDREN

WHY?

Numbers are there… Being welcoming is not

enough! A real challenge for families So make it easier for them!

A safe place and time No looks, no judgment

HOW?: THE ENVIRONMENT

Atmosphere & Attitude Welcoming, patient, helpful,

understanding Aware – not necessarily knowledgeable

Signage & Displays Not just in the Children’s Room!

HOW?: THE ENVIRONMENT CONTINUED…

Resources Booklists & brochures Webpage & links “This is My Library” & communication guide

Not just in Children’s Room!

Type of Program Storytime LEGO time, arts & crafts, music, video games,

therapy dogs, yoga, etc. Parent workshops

Goal Get new families into the library Give families a place to connect Create positive image of library in the

community Promote special collections

HOW?: PROGRAMMING

HOW?: PROGRAMMING CONTINUED…

Staffing You or someone else (or combo)? Training and support

Audience Study your community, talk to educators Chronological age vs. Developmental age Registered or drop-in?

Schedule These kids are busy Talk to EI, schools, families Something is better than nothing!

HOW?TIPS AND TECHNIQUES

Visual schedule Visual cues (carpet squares, tape lines, Time

Timer) Social Story Speak to children, not caregiver Slow down pace Give processing time Give choices Routine (repeat exposure = greater chance

for success!)

From Nova Southeastern University Alvin Shermin Library, Ft. Lauderdale, FL All Star Storytime

WHO?YOUR POTENTIAL PARTNERS

Your Community SEPAC Schools (public, including PreK, private) Early Intervention Local Arc chapter Local Autism Resource Center

You Peers MASSYAC, PUBYAC ALSC Libraries & Autism website

The Experts FCSN, Autism Consortium

POTENTIAL PARTNERS, CONT…

POTENTIAL PARTNERS, CONT…

A SPECIAL NEEDS STORYTIMESensory Storytime @ RPL

Visual supports are key More interactive No complex stories Sensory input Repetition Opportunities for social interactions and

motor planning Executive functioning – self control

VisualSupports

More Interactive

No Complex Stories

Sensory Input

Social Interactions

Motor Planning

Executive Functioning

GATHER YOUR MATERIALS

Visual Schedule Books & Props Scarves Bubbles Music & Instruments Therabands Fidget Toys Weighted Bean Bags Carpet Squares Time Timer

SPREAD THE WORD

Flyer In house Early Intervention Integrated PreK Therapists SEPAC PTOs Local ARC

Web Calendar Social media

Press Release

WHAT DOES IT LOOK LIKE?Every storytime is unique…

BUT HERE’S MINE:

T shirt song Fingerplay Book iPad / Scarves / Egg shakers activity Therabands – Bubblegum song Book Goodbye song with signs Bubbles

EVALUATE & GROWHow is it going?

GATHER FEEDBACK

Parent/Caregiver survey Personal conversations

KEEP A RECORD

Attendance statistics (by age) Activities & Books, how they were received

REFLECT What are my challenges? Can I do anything about them?