The Autism Society Event and Education Recordings Archive

This session will provide specific information on how to create camp experiences of varying lengths for individuals with autism spectrum disorders. Presenters will share numerous considerations for creating a successful camp, including: (a) structural support, (b) staff support, (c) social skills support and (d) programming. Going to camp is a wonderful experience that many children and youth anxiously look forward to each year. The opportunity to get away from their home, their routines and their everyday circumstances thrills and refreshes them. Camp provides opportunities for relaxation and a welcomed change of pace. It is an arena in which new experiences are encountered, friendships are made and memories are created that can last a lifetime.

For individuals with autism spectrum disorders (ASD) camp is no less of a wonderful experience. Camp, when well designed, provides opportunities for these individuals to interact with others who have similar interests. An atmosphere is created for acceptance. These campers are encouraged to take initiative and build relationships. Bonds are formed that often last beyond the camp session itself.

Social skills and communication are encouraged and utilized in all areas of camp. Campers work together in their living space and through activities to build team skills such as cooperation. They focus on common goals and collaborate in order to achieve them. They must respect others' space and personal items. In the dining hall campers socialize, talking about their day over a meal. Throughout camp stories are shared, skits are performed, games are played and jokes are told. The camp environment is nurturing and supportive to optimize campers' experiences.

The need for and benefits of camps for individuals with autism spectrum disorders (ASD) is evident. Yet few camps exist that are either specifically tailored to these individuals or that are supportive of them and the varied strengths and challenges they bring to the camp environment. The idea of setting up a camp for individuals with ASD, whether for one day or one week, may sound overwhelming, but in actuality it does not have to be. Using the following four areas of special considerations and enhancements for these individuals as a guideline, a strong foundation can be created and built from to develop a successful camp experience for them: (a) structural support, (b) staff support, (c) social skills support and (d) programming. Presenters will share strategies based on best-practice and suggestions for each of these four areas, as briefly described below.

Structural Support A variety of structural supports must be in place to ensure that camp is fully enjoyed by campers. These structural supports include: visual supports, clear explanations of roles and expectations and structured down-time so that campers do not experience sensory overload.

Staff Support Individuals who understand the characteristics of ASD should serve as camp staff. Parents, teachers, paraprofessionals and graduate students in related fields of study often are effective camp counselors. Adults with ASD also provide excellent assistance in ensuring a successful camp experience by helping structure activities and serving as mentors. In addition, qualified medical professionals are needed to dispense medication and deal with any medical emergencies (i.e. poison ivy, seizures) that may arise.

Social Skills Support Individuals with ASD can benefit from a three-prong approach to social skills: (a) instruction, (b) interpretation, and (c) restructuring. Camp staff can provide skill specific instruction and practice opportunities. In addition, however, they need to be prepared to help campers interpret social situations through the use of comic strip conversations, cartooning or other interpretation strategies. Campers also require assistance in understanding the hidden curriculum that exists in society – those rules or expectations that are never formally discussed but which impact all areas of life. Discussions and simulations at camp can be non-threatening means of providing this important information.

Programming Camp activities should include those typically found at camps. When planning a summer camp, for example, activities such as horseback riding, swimming, arts and crafts and singing songs around the campfire should be considered. Camp activities should also be structured to meet the individual needs of campers, focusing on age-appropriateness and interests. For instance, for campers interested in the weather staff might invite a meteorologist to camp to talk about the weather and structure some related experiments. Activities should allow for individual expression as well as providing a forum for using and practicing appropriate social skills.

Camp experiences can provide fun and meaningful activities that help build the self-esteem and skills of individuals with ASD. They can be a life-changing experience for many of these campers. This session aims to provide participants with strategies to help them turn their visions of creating (or modifying) a camp into a reality so that more individuals with ASD have the opportunity to benefit from the camp experience.

Nolan, Hubbard and Hudson are the co-authors of Creating a Camp for Individuals with Autism Spectrum Disorders (currently in press).

Objectives:

Participants will:

1. Learn about the benefits of camp for individuals with ASD

2. Learn how to integrate strategies based on best-practice in the ASD field into a new or existing camp

3. Discuss how these strategies have been implemented in camps created and/or staffed by the presenters, as well as relate them to their own experiences, if applicable

4. Gain an understanding of factors the presenters encourage parents to consider when choosing a camp for their child with ASD

5. Discover resources available to aid them in their creation of a camp for individuals with ASD

Content Area: Social Skills