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To get the most from playtime activities you have to stick to a set of rules. The rules may change according to the child but generally these rules help to achieve constructive play gaining the benefits listed above.

Play it their way - Encourage them to pay the games they like to play. If they show an interest in a certain sport or activity then GREAT! Let them play their games and so that they can get the release that they will feel good about.

Exposure to new things - Children with social disabilities often seem like they are not interested in new things but sometimes exposure to new games and activities sparks of an interest that they really get enjoyment from. This also helps them to build on their experiences and broaden their learning.

Great mind think alike - Find other people that share the same interests. This may seem like an impossible task but you will be amazed at what goes on in the houses you are surrounded by. Other disability support groups are often a great place to meet like minded people who will share their interests willingly. This will be a great way for them to have a little social contact that doesn't end up in tears.

Go when the crowds are gone - If children show a particular interest in activities but are put of by the crowds then find a time when the crowds are gone. This is often good to help them do something they really enjoy.

Follow the leader - Let them take the lead. If they want to play in a certain way then you may find that letting them express themselves is a good way to help them vent their built up frustrations.

Take your time - Let them take their sweet time to enjoy an activity. If they are forced to rush through a game or sport then it may not be so enjoyable and the experience may start to go wrong.

Everyone makes mistakes - Let children make mistake after mistake because this will help build confidence and resilience to failure.

Don't conform - Don't force children to conform to social rules. Expression in their way will help them feel comfortable which is a good way to play.

Use their interests - Use the subjects they are interested in as a way of encouraging them to play other activities.

Quit if it doesn't work - You can force a child to play a certain way or do a certain activity if they don't want to. Encourage them of course, but if they really don't want to do something then don't force them.

Article Keywords: Special Education

A Quick Note From The Publisher... If you like the article above, you may be interested in the following article which is also related to Special Education... Social Skills Training and Rewards: Six Tips for Fine Tuning Your Child's Behavior Change Program Of course, you want your child to experience that internal sense of satisfaction of a job well done. That is a feeling money cannot buy. But for the tougher skills and for our more challenging loved ones, concrete rewards are appropriate and valuable as motivational tools. I have heard parents and teachers lament, “This behavior mod stuff does not work!” Well, chances are, they just need to have a closer look at the reward component of their behavior change program. Here are six key questions to help you design and refine your child’s reward system: 1. Did you design a tracking system that is easy to implement, for both you and your child? Your child needs to have a way to visually monitor his progress and predict when a reward will happen. Your tracking system can be in the traditional form of a chart or check list. For some kids, paper systems are not particularly exciting or can even be confusing. Your child might better enjoy a tactile approach, where he gets to hold and handle objects that he accumulates towards a reward. He can drop a penny into a jar for each positive action. Or string together buttons, paper clips or beads and watch the strand grow. You can hand your child one card from a deck, each time you see the wanted behavior. 2. Is your reward plan in balance with the two other key ingredients of a behavior change program? You need to set out clear expectations [goals] and the consequences [natural outcomes] that influence when and if the rewards are coming. When you offer rewards without those other two components, you and your child are trying to finish a puzzle with two thirds of the pieces missing. 3. Did you involve your child in choosing the rewards to be earned? Participating in all the good things that will...