Case Studies
A
A has been coming to Yorda since he was a young. As A has grown older he has become more independent and assertive. A thrives on routine and can struggle if something unexpected happens, A doesn’t like sudden change. A shows us this by putting the brakes on their wheelchair and refusing to move/stand up.
Though routine is important and we stick to it as best as we can, there are times when this is out of our control. Recently we had a session where other children were struggling and becoming physical, putting A at potential risk. We decided that the safest thing to do was put our less ambulant children into the sensory room to keep them safe. This is obviously not within his usual routine and therefore was met with immediate refusal. By getting down to A’s level and speaking to him about going to the sensory room to keep them safe, a level of acceptance was reached. A then took the brakes off his wheelchair and took himself straight into the room. This highlights the importance of relationship building, and how the longevity of our staff are so vital to the level of trust, understanding and communication.
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O
Home school forest
O has been attending our out of school forest sessions since 2023 as they have been unable to attend a school setting. O’s PDA means not only do they struggle communicating with those they doesn’t know, their anxiety around new places and being away from their safe person (their Grandmother) is not possible. When O first joined our sessions they would arrive with their Grandmother and PA, and communicate primarily with their Grandmother, only exploring the site with Grandmother close by. Though they sometimes showed an interest in an activity, they again would only join in with their Grandmother’s help or by directing their Grandmother as to what to do. Over the weeks as O built a relationship with their PA, O began to engage in some pretend play, allowing their Grandmother the opportunity to speak to other adults for a short while. Relationship and trust with our staff have continued to grow, and by attending weekly with other familiar children O now happily plays without their Grandmother for up to 20minutes, going back for quick reassurance before engaging with the main forest leaders and other children again. Though O will still only take part in an activity when they are ready and interested, O has become more willing to try new activities and we have found ones we can repeat, giving them the opportunity to observe before engaging so we plan a level of activities around this. Providing the stability and continuity of this service has been very beneficial to O and cannot wait to see how they continue to progress.
J
Age: 12 years old
Diagnosis: Autism, GDD, Poor muscle tone
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Initial behaviours displayed by J were refusing to move, didn’t like sharing, distress when they couldn’t get their own way, crying when upset and didn’t like loud noises.
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As J is getting older the above behaviours are presenting themselves with more anger & frustration. We have implemented the following to help manage their behaviour:
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Using clear simple speech. Use of countdowns- this is especially needed for the toilet. We are also repetitive with our request i.e. toilet then toys. We limit the number of times they go into the toy cupboard. We try to encourage J to play with the toys that are already out and to encourage J to join in with the themed activities – this can sometimes be a challenge.
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Current behaviour
As J is getting older, they are showing more anger and irritation when we try to encourage them to do something they do not want to do. On one occasion when trying to put J’s shoes on for a trip to the park, they tried to kick the playworker. When J is preoccupied with whatever they are engaged with, they will get very annoyed when you interrupt them i.e. for the toilet, drink or activity. J does not like it when you try to interact during play. When we try to encourage J to join in a themed activity i.e. cooking, arts & crafts they get cross. J tends to snatch toys from other children- we try to encourage J to wait his turn. We are working on managing these behaviours with the strategies outlined above.
O
Home school forest
O has been attending our out of school forest sessions since 2023 as they have been unable to attend a school setting. O’s PDA means not only do they struggle communicating with those they doesn’t know, their anxiety around new places and being away from their safe person (their Grandmother) is not possible. When O first joined our sessions they would arrive with their Grandmother and PA, and communicate primarily with their Grandmother, only exploring the site with Grandmother close by. Though they sometimes showed an interest in an activity, they again would only join in with their Grandmother’s help or by directing their Grandmother as to what to do. Over the weeks as O built a relationship with their PA, O began to engage in some pretend play, allowing their Grandmother the opportunity to speak to other adults for a short while. Relationship and trust with our staff have continued to grow, and by attending weekly with other familiar children O now happily plays without their Grandmother for up to 20minutes, going back for quick reassurance before engaging with the main forest leaders and other children again. Though O will still only take part in an activity when they are ready and interested, O has become more willing to try new activities and we have found ones we can repeat, giving them the opportunity to observe before engaging so we plan a level of activities around this. Providing the stability and continuity of this service has been very beneficial to O and cannot wait to see how they continue to progress.
C
Childs age: 13
Diagnosis: GDD, Autism
Start date with Yorda: September 2023
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Initial behaviours were resistance to change, difficulty with transition, hitting, throwing food and drink across the room/on the floor, refusing to eat at table, stripping/smearing/urinating – especially on trampolines and bouncy castle – C would enjoy the reaction these challenging behaviours would evoke.
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Managing Behaviour
In order to help manage some of the more challenging behaviours we implemented the following - using simple, clear sentences, being firm and consistent with our requests. We would give no reaction when they stripped and would wrap them in a towel and take her to the toilet (we would distribute towels around the space before the session in preparation). Once again, we were firm in our requests. The first thing upon arrival to the playhouse would be to take them to the toilet. This could take up to 30 minutes. Being consistent with our request gave them time to process what is being said and asked of them.
Snack was only allowed to be eaten at the table. If C did not sit at the table, they would not be allowed any snack. If they threw their snack, they would be encouraged to clean it up. This may take a while but again being clear and firm sends the message that the behaviour won’t be tolerated
Current behaviour
The above behaviour does not currently present itself at the playhouse. They have good understanding of the boundaries we have set. We are persistent with countdowns – they always reply with No but will eventually do whatever it is you are asking. They eat at the table and enjoy the countdown and someone sitting with them during snack. They will happily go to the toilet with the help of a countdown. They love the session activities especially cooking, playing on the bikes & the swing. Once they have got to know you, they will hug your arm in a trusting, comfortable manner. C likes to hold something in their hand i.e. Lego or small toy. When C feels comfortable, she will allow you to hold the item for them. C loves playing IT and being chased- and is very giggly! Showing that our persistence in employing the strategies above have paid off and have resulted in a more pleasant, enjoyable session for C and those around her.