14 best books for autisms

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THE BARRIER GAME (Ages 7 to 11)

What You'll Need: Clay or two sets of blocks or crayons and paper.

Once you’ve chosen the material, you and your child will sit back-to-back. One of you will be designated as the leader, who will call out directions, while the other will act as the student, who will follow the directions. The leader designs a simple structure or picture. Then they describe, step by step, to their student how to make it. The student can ask for clarification during this process. Once all the directions are given, you both turn around and compare your designs. Do they look alike? Where did the student make mistakes? How could the leader have been more descriptive? Discuss the details and giggle over the differences, then switch roles. It’s fun to keep track of how many of the designs match.

THE SPECIAL HAT (Ages 4 to 11)

What You'll Need: A hat.

Cooperative play is the most advanced form of play a child can engage in. It involves two or more children using the same toys to work together for a common goal. This activity assists children who may appear bossy or inflexible when they play, when in reality, they just need support to let go of their anxiety surrounding novel cooperative play opportunities. Before your child begins to play with you, a sibling, or a friend, designate a leader who wears a special hat during cooperative play. The person wearing the hat chooses what they’ll play and the rules of playing while the others follow along. Make sure to trade off being the leader and give all participants an equal amount of time wearing the special hat.

SHARE THE PEAR (Ages 4 to 11)

What You'll Need: Any item to hold and pass, and a timer.

Sharing shows caring, and it’s fun! Sharing is a valuable play skill. Children who share well with their peers will inevitably learn to cooperate and make more friends. This activity involves playing a game called Share the Pear, which is essentially a spin on "Hot Potato." This can be played with any item as long as it’s not highly preferred by your child. You want your child to be willing to share it. Set the timer based on how long you think your child can sustain their attention, and add time as they improve. You, your child, and anyone else available to play will simply pass the “pear” among the players until the timer goes off. The person who’s left holding the “pear” loses and is out of the game. During the game, make sure to encourage your child to be a “good sharer,” which they’ll want to do so they won’t be stuck with the "pear" when the music stops.

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I SEE THINGS DIFFERENTLY

Books in the "A First Look At..." series promote interaction among children, parents, and teachers on social, health, and emotional issues.

This book is intended for children who have siblings, classmates or friends with autism. Its aim is to promote understanding by explaining what autism is and what it feels like from the perspective of the child with autism. It also acknowledges the difficulties that those who are not autistic sometimes have in understanding those who are.

From the book:

Tackle Myths and Misconceptions

Children hear all sorts of things outside the home about what autism is and isn't. Some of this information can be confusing or wrong. Parents of autistic children and teachers have a crucial role in promoting an understanding of what autism is. To help children understand what autism is like, do your homework, be clear about what autism is, where your child sits on the spectrum, and how other families or classrooms can positively support a child with autism.

Keep Talking

Children are naturally curious and they want to understand and help. The questions in the "What about you?" sections can be useful prompts for understanding things from a child's point of view. Use them to begin discussions about autism. Remember, however, that telling doesn't guarantee understanding. With very young children you may have to have this conversation -- or read this book with them -- more than once.

Find Ways for Them to Help

Siblings or classmates of autistic children can be a great support -- if they know what to do. Find age-appropriate ways of encouraging interaction. It could be as simple as helping the autistic child with his or her homework, or just sitting quietly together. Help them learn to feel confident in following, rather than leading, the autistic child's agenda.

At School

Talking about autism can help classmates to be more understanding. Invite parents of children with autism to come into class and talk about their experiences and their children, and to answer questions. Discussion helps reinforce the message that we all have things we are good at and things we are not so good at.

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Temple Grandin, Ph.D. Author of "The Way I See It"

" If your child has no words, few words, or is showing any kind of delays, Mary's book will help, while also providing step-by-step instructions for potty training, feeding, sleep, tantrums, and more."

Mark L. Sundberg, Ph.D., BCBA-D, author of the "VB-MAPP"

" Dr. Barbera's book lays out a very nice sequence of "what to do" for a child with autism or signs of autism, presented by someone who really knows what to do. The timing for this book is perfect."

Michelle C. Parent of Elena

" As a parent of a newly diagnosed toddler on the spectrum, I have to say that the advice and strategies in this book have been absolutely life-changing for our family."

Jeff Walker, Author of the #1 New York Times best-seller "Launch"

" It's been amazing to watch Mary's mission to turn autism around for millions. This book will be life-changing for many children and families around the world."