How your session goes will depend how far along the autism spectrum the kids are. ‘Autism’ is a specific condition, present from early childhood, and characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts.

Expect the kids to have trouble connecting with others, take things literally, and require clear instructions. (They will no hesitate in correcting you!) Often kids who are simply poorly behaved or have a low attention span are called ‘autistic’ as a cover-all excuse, but the autism diagnosis is specific.





In short, it’s going to be trial and error because in a group of clinically diagnosed children the levels will vary greatly. If the group is on the lower or mild end of the autism spectrum you could be up for anything, good or bad. I’ve worked with high end autistic kids and the sessions are fine.

Give every exercise purpose, and be very literal. Use terms like ‘we are going to pretend to be’, ‘we are going to act …’ rather than ‘going to be’.

Ask the kids for input. I once had a group that all wanted to be lion tamers or lions in the school play. I asked them to show me what they would be doing on stage and then made up some exercises that fitted in with what they already knew.





I have one of those rolly polly clown dolls, you know that kind that has a round weighted bottom so if you push it over it rolls back up again. I get the kids to sit on the floor (with plenty of space in between them) and describe the doll, and how it moves and if they don’t get what I mean I tell them I’ll see if I have it in my box of tricks so I can show them. (If I get the doll out I know they’re going to pass it around and have to write of 5 minutes so I pray the description works). Then I get them to pretend to be the doll, to move gently, no slamming into the floor, like they are falling over every which way but always come back up tall again, and of course we laugh lots while we’re doing it.





I also share a laughter meditation, sitting on the floor or chairs with eyes closed listening to the laughter and allowing yourself to laugh.

There are lots of things that can be done. Mostly, be prepared to change your ideas mid track. It’s really all about working out what works for the group at hand but, if they are truly diagnosed with autism, be prepared to be corrected, to be given suggestions and a couple of “I’m not doing that’.

Success to you!