Virginia AHPERD_Summer 2023

Conclusion The social skills learned in recess are very important for a child with NVA. This manuscript addressed prevalence, and characteristics of students with NVA in the social and recess setting. Benefits and modifications for children with NVA were then noted. Educators need to give their students plenty of recess and modify activities for ALL children when needed! References Beghin, H. (2021). The benefits of inclusion for students on the autism spectrum. BU Journal of Graduate Studies in Education, 13(2), 12-16. Retrieved November 16, 2022. Centers for Disease Control and Prevention. (2022). Data & statistics on autism spectrum disorder. Centers for Disease Control and Prevention . Retrieved November 9, 2023, from https://www.cdc.gov/ncbddd/autism/data.html Healthline. (2021). Understanding Nonspeaking Autism . Retrieved May 24, 2023, from https://www.healthline.com/ health/autism/nonverbal-autism Individuals with Disabilities Education Act (IDEA). (2022). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/1 Kluth, P. (2010). Supporting students with autism: 10 ideas for inclusive classrooms. Reading Rockets . Retrieved March 31, 2023, from https://www.readingrockets.org/article/ supportingstudents-autism-10-ideas-inclusive-classrooms Mayo Foundation for Medical Education and Research. (2018). Autism spectrum disorder. Mayo Clinic . Retrieved November 9, 2022, from https://www.mayoclinic.org/diseases-conditions/ autism-spectrum-disorder/symptoms-causes/syc-20352928 SpeechEase. (2022). What is non-verbal autism?: Learn more about autism level 3 . Retrieved November 9, 2022, from https://www.speechease.net.au/non-verbal-autism/

outside of school to socialize with peers and essentially learn the correct manner to behave in public. Recess Modifications for Children with Non-Verbal Autism The authors believe with the implementation of modifications for children with NVA, recess can be very valuable, especially from a social standpoint. The following list notes some of the potential modifications: • Demonstrate common games played at recess to provide a visual cue • Use a variety of picture cards for the student to note potential activities in which they are interested • Provide and teach the child and classmates how to use simple sign language phrases or words, but not point out that this is because of the student with NVA • Provide stress balls or available balls such as tennis balls during recess to help control frustrations and improper behavior • Use movement so the student is comfortable in the recess setting • Provide access to a familiar faculty member • Incorporate a variety of simple multi-person games for a variety of reasons including the following: ° To avoid exclusion ° To address social comfortability ° To provide simpler direction in game strategy ° To understand common social cues An example of a modification of a game often played at recess is four-square. As children are waiting on the side for their turn, have the students with NVA practice bouncing the ball back and forth with a partner. This potentially will lead to social skills such as understanding rules and sharing. Practicing with peers can ensure comfortability while playing the game. This should lead to social benefits.

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