Understanding the sensory aspect of books for children with ASD

It can be frustrating to get kids engaged in reading and even harder for children on the spectrum. As a children’s author, here’s my best tips: Don’t attempt to read books at bedtime when they’re tired and cranky. Find a time that works best for them. Choose sensory friendly books with lots of white space and engaging stories or subjects they’re familiar with. Getting them to look at the pictures first before reading will foster discussion and interaction. Allow fidgety behaviour and if they can’t sit still, walk around while reading. Let them touch the book before you start and be slow and deliberate when turning pages. Keep your voice low and calm, adding facial expressions and repetitive head movements as you read the same book again the next day. This process may have to be repeated many times but don’t give up. The reward is well worth the effort.

Kids, change, and the power of picture books

 Kids, change, and the power of picture books

Picture Books can be great tools for you to use to help your child understand change and new or frightening events, and also the strong emotions that can go along with them. When children are able to think about the text and make connections between the new information presented in the story and their store of background experiences, it allows them to be active and thoughtful about their own anxiety. Children can use picture books to make connections between familiar knowledge and incoming information in order to make predictions and inferences about characters, their motives and actions, as well as story events in order to learn that change is a natural and normal part of life. 

Christmas can be overwhelming for kids with Sensory Processing Disorder

Do you have a kid with SPD?  I do, I have 3!

Sensory overstimulation is common among kids who were premmie babies. Light and sound are the most common triggers, but they can be overstimulated by movement, scents, touch, taste, vibrations and electromagnetic fields.

For some kids, taking a few minutes time out will reset their system. For others, it doesn’t work that way. It can range from uncomfortable and intolerable. 

Sudden strong overstimulation triggers an immediate surge of adrenaline, anxiety and sometimes nausea. Lower levels can creep up and the consequences can last a couple of days. 

Now, imagine if this was you...at Christmas. The lights, sounds and busy crowds start way before the 1st of December these days. Christmas is meant to be the most wonderful time of the year, but for some kids, it’s a constant battle to process the world around them.

What can we do to help?

It’s difficult to avoid, and really not fair to miss out on the fun of Christmas. Gradual increase in tolerance often comes with exposure and age, in a sensory friendly environment. This Christmas, if you are having an event at your work or home, maybe provide a tent or quiet corner for kids to retreat and reset. 

If you see a child having a meltdown, don’t always assume it’s bad behaviour. It could be the world is just too bright or too loud at that moment. Respect a parent who is limited in what they can do to stop it.

We will be hosting a book launch on the 1st of December at Little Gnome for my latest picture book, Little Gnome’s Christmas Wish, a book about a little gnome with sensory processing disorder who loves Christmas but struggles with the lights, noise and crowds. 

Children of all abilities are welcome to come and share an inclusive sensory friendly experience of the real meaning of Christmas, spending time with friends and family who love you and accepts you for who you are.

https://www.eventbrite.com.au/e/sensory-friendly-christmas-book-launch-tickets-73523888931?ref=eios

It's Beginning to Look a Lot Like Christmas

Share Your Story Christmas Writing Competition 2018

Share Your Story
Writing Competition 2018

 

We are very proud to announce that you can be published in the Share Your Story Annual Anthology.

Please submit either a complete short story up to 1500 words (no first chapters or to be continueds…) or a poem of no more than 650 words. The theme is "Christmas" and our judges are looking for creative, engaging stories or poems that will appeal to children aged 5 to 12.

We would love you to celebrate the spirit of Christmas, share with us your Christmas story, your memories of Christmas as a child, or what Christmas means to you, or just make something up that kids will love.

You can enter as many times as you like and will receive feedback from the judges on your entry. All work must be original and school students are more than welcome to enter. 

The best entries will be included in an anthology entitled "It's Beginning To Look a Lot Like Christmas" to be launched in December, just in time to fill everyone's Christmas stockings and all published authors will receive the red (and green) carpet treatment. 

Entry Fee: $20 per entry
PayPal via the Enter Now button 
Direct Deposit Details on Request

Guidelines:

• Entries open 9am 1st July 2018
• Entries close 9pm 31st August 2018
• Email your entry to Michelle Worthington at mworthington(dot)author(at)gmail(dot)com
• Please include your name, address, contact phone number and title of your entry in the body of the email.
• If you are under 18, please include your age, Grade and School name in the body of the email.
• Attach your entry as a Word doc. Please include the title of your entry, your name and email address in the header of each page and page numbers in the footer.
• International entries are welcome, but must be in English.
• Don't include illustration notes.
• If you are offered publication in the anthology, you must agree to have your work professionally edited if required, at no charge to you.
• Authors retain full copyright on work.
• The judges decision will be final. No sooking. Santa knows if you have been naughty or nice...

Pay by PayPal

Enter Now

Tom and Mum's Book Review: Pug's Don't Wear Pyjamas

Tom and Mum's Book Reviews on iTunes

Michelle Worthington is an award winning author, international guest speaker and publishing coach, but the star of this show is Tom. Tom loves chocolate, cuddles and construction. 

He's also the smartest, most honest and best reviewer in the world.

Pugs Don't Wear Pyjamas is written by Michelle Worthington, illustrated by Cecilia Johannson, 

published by New Frontier Publishing.

When Tom visits his aunt he meets her pug Ellie.
Ellie is no ordinary pug. Wherever Tom's aunt goes, her pug must go too. His aunt dresses Ellie up for every outing.
Tom finds Ellie strange but she makes friends wherever she goes. Tom makes no friends.
He realises something has to change.

Click here to listen to the Podcast

The Importance of Group Story Time

The Importance of Group Story Time

It is a growing problem but a common fact that children are less interested in reading books as a single passive experience. If this is their sole experience of story time, we are in danger of them becoming disinterested in reading at all. The importance of regular storytelling in a group format has never been so important.

Children become engaged during story time because they construct mental images of the text events  while it is being read aloud. When you provide them with a story that is vividly written, they become engaged with the text and actively respond to it. The use of picture books as stimulating text, not only for pre school aged children but for those in primary levels of education, provides a starting point in terms of creating a home or school culture that fosters engaged reading and aesthetic response. The interpretive tools that children use as they attempt to craft meaningful interpretations play a significant role in cognitive engagement and creative thinking. 

One interpretative tool that has displayed for me the most cognitive engagement is when children relate the content of the text to their own personal experiences. When children are able to think about the text and make connections between the new information presented in the story and their store of background experiences, this allows them to be active and thoughtful about their interpretations.

Children often use this ability to  make connections between familiar knowledge and incoming information in order to make predictions and inferences about characters, their motives and actions, as well as story events. If they can enter into shared reading knowing that their own unique set of interpretive tools has value, they find it easier to construct a meaningful connection and learn to work well in a collaborative environment. 

We need to encourage children more often to open their tool boxes and apply those tools in ways that build team work and critical thinking. The collaborative effort of group story time means children, along with the story teller, can add pieces of information recalled from the text, earlier predictions or background knowledge to support and elaborate ideas which is a natural and organic encouragement of further reading.  Each new piece of information added to the discussion becomes a new tool that can be used to see how they all fit together as a whole, allowing them to raise their own questions and topics for discussion and learn the intrinsic value of linking the process of reading to finding answers to their own concerns. 

If you have had a similar experience with group story telling, I would love to hear from you in the comments.