Cognitive

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Attention Deficit/Hyperactivity Disorder (ADHD)

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder is a condition with a variable severity characterized by difficulties in social interaction, communication, restricted interests, and repetitive thoughts and behaviors. Below are some tips to help make your desired activity more engaging and effective.

*Listen: For activities that require listening, such as rhythmic clapping, requiring the audience to distinguish instruments as they are introduced into sound, distinguishing sounds and/or melodies, or encouraging the audience to sing in unison, consider choosing music that is age appropriate and popular to the age group you are presenting to. Individuals with autism rely on their sensory abilities to become engaged in what is occurring around them. For the same reason, also consider adding an element of color to the presentation or activity and using sounds of varying pitches and tones.

Think: For activities that require thinking, the age group you are working with is important to keep in mind because an individual’s physical age may not reflect their brain age. Because of this, any activities that require introspective/reflective thinking should be simplified. For example, instead of requiring the audience to think about a prior experience, consider asking them to compare their emotions to colors or observable changes such as the weather. For activities that require the comparison of a musical piece to the inspiration of that piece, do the same.

Talk: For activities that require talking, consider using simplified phrases and words. For example, instead of saying “after listening to this piece, reflect on how it made you feel”, say “did this piece make you feel sad or happy”. Allow the audience member(s) more time to be able to express their thoughts. Also consider presenting with a pleasant tone of voice with a variation in expression.

Move: For activities that require moving, consider giving an example of what it is that you are asking the audience to do, also known as modeling. Give an example of every step of the task and ensure the overall activity does not have too many steps.

*Look: For activities that require looking, ensure there are visually stimulating factors such as colors to capture the audience’s attention. Another important factor in capturing the attention of an individual with autism when requiring them to look involves the tone of voice you utilize during your presentation. Consider using a pleasant tone of voice with a variation in expression.

*Create: For activities that require creating, ensure there are visually stimulating factors such as colors to capture the audience’s attention. Another important factor in capturing the attention of an individual with autism when requiring them to look involves the tone of voice you utilize during your presentation. Consider using a pleasant tone of voice with a variation in expression. If the activities are tangible, or require students to physically touch objects, consider using materials of different textures, if applicable and available.

*There is a possibility that the audience member(s) are sensitive to overstimulation, in which case you should consider making the modification listed above. Please communicate with event coordinators upon arrival to identify what modifications you will make, if necessary.

Should the audience member(s) become overstimulated, have a coordinated area in which they can retreat.

Attention Deficit/Hyperactivity Disorder (ADHD)

Attention Deficit/Hyperactivity Disorder is a neurodevelopmental condition that includes three primary characteristics. These characteristics include inattention, hyperactivity, and impulsivity. Below are some tips to help make your desired activity more engaging and effective.

Listen: For activities that require listening, consider using sounds of various pitches and tones. Individuals with ADHD are quick to focus their attention on multiple things, making capturing their attention challenging. For younger age groups, consider turning the listening activity into a game with rules and dividing the audience into several groups, or teams. For older age groups, ask the audience about their interests and connect the listening activity to something of interest to them.

Think: For activities that require thinking, such as activities that require introspective/reflective thinking, should be simplified and shortened. Consider making the activity as personally relatable as possible. For example, if the activity requires the audience member(s) to meditate and reflect, consider asking your audience member(s) to think of a place, smell, person, etc that helps them feel at ease as compared to asking everyone to envision the same idea.

Talk: For activities that require talking, consider pairing audience members up in groups to help the individual with ADHD feel a sense of collaboration. For example, if the activity requires the audience to decipher what instrument is playing, having teams raise their hands will encourage the individual to feel more engaged and be encouraged to participate. Also consider making the instructions for the activity as simplified as possible. Allow for there to be questions if the instructions were not clear.

Move: Consider using activities that require moving the most for younger audience members with ADHD as they typically find it difficult to stay in place for long periods of time. Activities like allowing the audience to conduct and move their arms, drumming along to rhythms, moving to the rhythm of music being played, or an activity requiring their fine motor skills such as drawing, are all great ways to keep the audience member(s) captivated. Consider also having a space to allow for movement during any activity you engage your audience in.

Look: For activities that require looking, consider having the audience member(s) as close to the presentation as possible. The closer they sit to you and your presentation, the more likely they are to pay more visual attention to you. Consider picking them for an example or explanation, with their permission, to keep them engaged in the material you are presenting. Also consider making the instructions for the activity as simplified as possible. Allow for there to be questions if the instructions were not clear. For example, if the activity calls for air drawing the emotions of a piece, provide a quick example and ask them to repeat in their own way.

Create: For activities that require creating, consider using visual aids. For example, if the activity requires the audience to create a scene and musical components that relate to elements of that scene, give a quick example of this by showing a scene in your presentation and describing musical components you would assign the scene. If the activity requires the audience to collaborate with each other by creating rhythmic clapping to call and respond, divide the audience into several groups and have the audience call and respond with each other rather than calling and responding with you. Also consider making the instructions for the activity as simplified as possible. Allow for there to be questions if the instructions were not clear.

Intellectual Disability (ID)

Intellectual Disability involves difficulty with cognitive abilities that affect the areas of intellectual functioning, which is learning, problem solving, and judgment, and adaptive functioning, which are activities of daily life primarily in communication. Below are some tips to help make your desired activity more engaging and effective.

Listen: For activities that require listening, consider explaining the steps of an activity slowly and clearly. It may be necessary to repeat the steps a few more times if necessary. Consider using musical pieces during listening activities that have multiple differentiation in sounds and pitches.

Think: For activities that require thinking, any activities that require introspective/reflective thinking should be simplified. For example, instead of requiring the audience to think about a prior experience, consider asking them to compare their emotions to colors or observable changes such as the weather. For activities that require the comparison of a musical piece to the inspiration of that piece, do the same.

Talk: For activities that require talking, simplify questions having to do with reflection. For example, if you are asking the audience to paint a scene in their minds after having listened to a portion of music, expect the answer given to you to be simplified. Do not try to pull a more detailed answer out of an individual with intellectual disability. Any form of communication whether verbal or physical, such as eye contact or pointing, is a sign you are captivating their attention well.

Move: For activities that require moving, consider placing the audience into teams, or groups, regardless of the activity that is chosen. Teams are collaborative and help engage an audience member with intellectual disability more in the learning process. Consider making the instructions for the teams, or groups, as clear as possible and expect there to be questions regarding the instructions and completion of the activity.

Look: For activities that require looking, consider having the audience member(s) sit as close to you and your presentation as much as possible. The closer they sit to you and your presentation, the more likely they are to pay more visual attention to you. Also consider including fun transitions into your presentation including fun music, dramatic expression, and/or any creative idea you may have to add more life to your presentation. Allow for there to be questions if the instructions were not clear. For example, if the activity calls for air drawing the emotions of a piece, provide a quick example and ask them to repeat in their own way.

Create: For activities that require creating, consider engaging the audience member(s) in an activity that requires hands on learning. Using all the senses to learn also helps individuals with intellectual disability learn and retain the information more efficiently. For example, when engaging in an activity that requires the audience to understand an instrument relevant to their own bodies, encourage the individual(s) with intellectual disability to touch their necks to feel vibrations on their throats when they sing, or engaging in pinching their noses to understand the differences between there being a mute as compared to there not being a mute.

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Gilma M. Somarriba

B.A. in Psychology Florida International University

M.S. in Educational Psychology/Learning & Cognition with a specialization in Autism Spectrum Disorder Florida State University

Registered Behavior Therapist licensed by Behavior Analyst Certification Board (BACB)