By Katherine Johnson, MS, BCBA
Senior Director of Partnerships, LEARN Behavioral

Children learn language best when they’re engaged and interested—something the right book can evoke in an instant. Since children on the autism spectrum sometimes struggle with reading comprehension, it’s important to build positive routines around reading as early as possible in your child’s life. Why?

Books often use repetitive or rhyming words that capture a child’s attention and help them focus on language. In addition, reading offers a chance to generalize recently-learned vocabulary and expose your child to new words. This year, in honor of Read Across America Day on March 2, which is also the birthday of one of my all-time favorite children’s book authors, Dr. Seuss, I’m sharing strategies and tips on using books to help your child build language skills—and, over time, an endless supply of new words.

Tips on choosing books

As you browse reading options, select books at the right level. It’s OK if they’re a bit of a stretch, but in general, they should use language your child can mostly understand. If you plan to read aloud, the best books for learning will be those with vocabulary your child has learned in programming and is just beginning to generalize.

Books with pictures are wonderful for many reasons. Colorful illustrations can capture a child’s attention; pictures can provide a visual for new words; and children can point to pictures, even if they don’t yet have expressive language.

As you look for books, don’t shy away from perseverative topics. Stories that center around your child’s intense interests can captivate your child’s attention and may even encourage spontaneous language—not to mention a long-term love of reading.

To get the most of your reading time, take a step back and let your child choose the book. If the selection feels overwhelming, talk through the options and categorize the books. For example, you can separate books into fiction versus non-fiction or picture books versus chapter books. If you want to target a specific topic, select several books and let your child pick from those. Kids love to feel in control of their choices, and studies show that letting them weigh in on the selection can boost their motivation to read.

How do you engage a kiddo who is still learning to love books? Try making your own books with homemade drawings or family photos. Alternatively, if your child is already a reader, consider using books without words, or even covering up the words, to work on skills like recognizing emotions, reading social situations, inferencing, and predicting.

Strategies to build language through reading

As you read together, follow where your child’s attention leads you, affirm their interests, and keep it positive. This sort of responsiveness to your child during reading promotes learning.

Some children may not yet have enough language to benefit from reading the actual words in the book. In this case, modify the words to match your child’s level of understanding. Also try out a range of prompts, as you read, to see what best supports your child’s communication. For example, you can model comments (“I had a feeling that would happen”), point to and comment on a picture, or provide a carrier phrase (“That is a …”) to encourage your child’s language. When your child becomes accustomed to talking during reading time, wait quietly after you turn a new page or finish reading a page—and know that pausing for your child to point or comment can foster initiation.

Reinforce the words your child uses and build upon them. For instance, if your child labels a truck, you might respond: “Yes, a truck! That truck is big and red. Look at the big tires!” In this way, you’re affirming your child’s observations, while extending the language development. Keep in mind, too, that some children may benefit from using other reinforcers at the beginning, such as tickles and treats.

When you come across a new word, stop and explain at a level your child can understand. You might point to things in the picture, use intonation or gestures to demonstrate the word, or give a different example. Whatever the case, read the sentence over again so your child can hear the new word once more, in context.

Draw connections between the book and your child’s life to assist with generalization. For instance, if you’re reading a book that introduces the word “grandmother,” you might draw a connection to the child’s own grandmother, known as “Mimi.”

Remember, too, to use repetition. After all, books with predictable or repetitive language and rhyming words help solidify new vocabulary—and children on the spectrum often count these books among their favorites. You can also read a favorite book many times over, focusing on new things each time.

Perhaps the most important tip I can offer, however, is to follow your child’s lead. Remind yourself to let go of the familiar parental urge to control—and let your kids choose how long they want to read, whether they want to hold the book, how fast they want to go, and even if they want to skip pages. Again, you’ll need to hold back your natural inclination to supervise, and in the words of Queen Elsa from Frozen: let it go.

Books of all kinds offer a wonderful way to teach new words and can help your child generalize recently-taught language, while making progress on current goals. Plus, building a love of books will cultivate curiosity—and a love of learning across a lifetime.

Did you catch our recent blog post about reading, “Celebrate Black History Month with These Children’s Books”? Also see “How Can Parents Embed Language?”

Our new series, “Spotlight on Black Professionals in ABA,” kicks off with an interview with Brandon Whitfield, the clinical director overseeing LEARN Behavioral’s Autism Spectrum Therapies (AST) Beach Cities office in beautiful, sunny Los Angeles.

This series comes on the heels of an analysis conducted by the Behavior Analyst Certification Board (BACB), which found that Black behavior analysts make up only 3.6 percent of the total board certified behavior analysts, a number that lags behind the 13.4 percent of Black people living in the United States, according to 2019 U.S. Census data. To put this in perspective, this equates to roughly one Black behavior analyst for every 28, compared to a population of roughly one Black person for every eight people in the United States.

Here, Brandon sits down to talk about his efforts to help boost diversity and share stories about his experience in the field.

Q: Brandon, thanks for taking time to talk with us. You recently served on a panel of speakers for a webinar, “Racial Equity in ABA,” at the University of Southern California – Dornsife. How did you get involved?

A: Well, it was really coincidental. During a Harbor Regional Center vendor advisory committee meeting with other behavioral health agencies, I asked for updates on what they were doing to address diversity concerns. In a previous meeting, they had discussed some agendas surrounding action items for diversity, and I wanted to find out what was happening. A colleague from Harbor Regional Center heard me ask the question and later reached out to talk to me about her involvement with the “Racial Equity in ABA” event at USC – Dornsife. We hit it off from there, with both of us seeing a real need to diversify the field and make the pool of clinicians more reflective of the children and individuals with autism in need of treatment.

Q: You’ve been at AST for 12 years now. How did you get into the ABA field?

A: That’s a fun story—and a long story because it spans my entire working life. In college, I worked for a company as part of their mobile crisis intervention unit for adolescents and adults. I was assigned to a 13-year-old boy with autism who had severe behaviors, and I thought to myself: How did he reach the point of needing a 24-hour crisis service? I started researching and learning about autism, knowing there had to be a better way.

After wrapping up undergrad, my dad, a school psychologist, introduced me to his intern, who worked for AST. One thing led to another, and I started as a behavior technician on May 5, 2009. I’ve been here ever since.

Q: Tell us about your experience as a behavior technician (BT). How did it inspire you to continue in the ABA field?

A: Working as a BT was an eye-opening and rewarding experience. I started off as a BT in the classroom, where I realized I could affect change not only with the single child I was assigned to but also with his peers.

I remember taking my client to the playground and exposing him to social opportunities while playing kickball and basketball. He didn’t have the skills to socialize successfully, but I could see the desire to play and engage with his peers. So, it gave me a real purpose—to help him build the skills to get out there and play and socialize successfully. And with time, he did.

I was also motivated by watching his peers grow. Really quickly, they realized that it was OK to play with kids with special needs. Stereotypes washed away, the more time they spent together.

Q: That’s a great story, and I love the line “stereotypes washed away.” How does the story continue? In other words, what prompted you to become a behavior analyst?

A: As a BT, the research always intrigued me. I read some studies from UCLA that showed how peers could be involved and help with autism treatment, specifically with social skills. So, I got to read about what I saw happening firsthand.

My supervisors also played a role. I started getting access to parents on home cases and began helping to implement parent education goals. I really liked that interaction and started reading about it. I borrowed the classic ABA textbook from a friend—”the Cooper book,” we call it in the field. It’s by John Cooper and some other scholars from Ohio State University. Most people would fall asleep with all the scientific jargon, but I loved it. I ended up using it as a supplement to help parents and caregivers. I even made copies of certain chapters for the parents to review with me during sessions.

My supervisor noticed my extra steps and encouraged me to pursue a master’s degree and earn my BCBA. I told myself, “This is what I’m meant to do.” And I did it. Eventually, I was promoted to a program supervisor position. I worked 40 hours a week as a program supervisor, plus weekends at a group home. I spent every spare minute studying.

Q: That sounds like a busy schedule, but your hard work paid off. Tell us about your first months as a behavior analyst?

A: I started with a pretty challenging caseload—10 cases. But I felt more independent, more grown-up. Sure, I needed to work on time management and staff management, but I cherished the level of influence that I had gained over the treatment planning for the cases I was assigned. I really liked that.  The one difference that was really pronounced for me: within what felt like a day, I went from being people’s peer to being their supervisor. It was an adjustment, but I really enjoyed working with my team and growing together.

Q: It sounds like you were a natural, given that you’re now a clinical director. What are some of your future goals as a leader in the ABA field, both in general and in your involvement with LEARN’s Diversity, Equity, and Inclusion (DEI) Plan?

A: In general, I’m itching to get back to my community outreach, which has largely been upended by COVID. It’s something we’ve been passionate about in our region and something that works—using community outreach to increase awareness of ABA in communities of color. Tremendously large communities are underserved in our area, so I’d really like to change that—from a diagnostic standpoint to access to early intervention.

Of course, I’m really excited about LEARN’s DEI efforts. Beyond LEARN’s Future Leaders Diversity Advancement Program, we’re exploring the possibility of establishing affinity groups within our organization. Affinity groups essentially provide a safe space for employees who are members of marginalized groups to come and talk, problem-solve, and get support for issues that relate to diversity, equity, and career development. Efforts the DEI group is making as a whole really reflects LEARN’s dedication to securing a more diverse, equitable, and inclusive future. The conversations taking place are important, and I hope they’ll spark more people to jump into the fray.

On the heels of the Black Lives Matter movement and ongoing civil unrest, particularly around race, children are learning and discussing racism in America more than ever before, whether it is discussed at home or not. With COVID-19 resulting in many children attending virtual school at home, it is up to us as parents and caregivers to equip our children with the education and proper context from which to speak. While this can seem like a daunting task, we can lean on the many great authors who have taken on the challenge—and written honestly and creatively about racism. In honor of Black History Month, and because this is an essential topic for all families, compiled below are six books for children and teens that address race, racism, and the Black experience.

Children K-2

Henry’s Freedom Box: A True Story from The Underground Railroad
By Ellen Levine

This one is so popular that Scholastic has made a teaching guide geared toward teachers that you can use when introducing it to your child. Henry’s Freedom Box follows the tale of a young boy and his escape from slavery. It helps your child learn about the Underground Railroad, while allowing them to imagine themselves in Henry’s place, and therefore begin to comprehend the injustice of slavery.

Of Thee I Sing: A Letter to My Daughters
By Barack Obama

Positioned as a letter from Barack Obama to his two daughters, this tender book is strong for a myriad of reasons. It has meaningful illustrations to captivate children; it shows them the power and accomplishments of 13 key people of color throughout history; and it encourages unity, while empowering readers to know they can dream just as big and accomplish just as much.

Grade 3-6

Little Leaders: Bold Women in Black History
By Vashti Harrison

Vashti Harrison does an incredible job of gathering some of the most influential women of color over time and presenting them in an inspiring and motivational light, without minimizing their struggles. This book highlights the power of women of color and the ability in all of us to stand up for change when needed.

One Crazy Summer
By Rita Williams-Garcia

This book tells the story of three sisters who visit their mother in Oakland, California, during the 1960s. Focusing on the history of racism in America, the story serves as a learning tool for children growing up during the Black Lives Matter movement who may not understand the overall context that ultimately shaped it.

Grades 7 and up

The Hate U Give
By Angie Thomas

In 2017, The Hate U Give won the Goodreads Choice Award for Best Young Adult Fiction. This book follows the life of 16-year-old Starr Carter, the only witness to the fatal shooting of a dear friend at the hands of a police officer. Thomas’ story offers a gripping and earnest tale of the fear and vulnerability racism instills, and the courage needed to push against it.

Ghost Boys
By Jewell Parker Rhodes

Written in the unique perspective of Jerome, a ghost of a young boy, Ghost Boys takes readers on a journey from the view of those who have paid the ultimate price of racism. This book expertly balances the gutting realities of racism and the importance of hope for our future.

Let these books start your child’s important journey of discovering, processing, and addressing racism in America. Books like these inspire us to take racism out of the shadows of taboo and into the light where it can be examined and challenged. If you find yourself at a loss for these discussions, PBS has put together a helpful guide for parents with key words and helpful questions to get the conversation going. Also read our blog post, “How to Start Talking About Racism.”

By Nathan Franklin
Managing Behavioral Treatment Technician, WEAP, Milwaukee

As our country starts the process of distributing vaccines for COVID-19 and re-opening our cities, many people are hoping that 2021 delivers a return to normal. We are getting that first glimpse of a promising horizon. But instead of trying to return to the old normal, we have a chance to establish a new and better normal, informed by the experiences of the past year.

The coronavirus pandemic brought many new problems to our lives in 2020, but it also exposed problems that have long existed, particularly the racial inequities that are so deeply and structurally rooted in our country.

One of the more well-documented areas of racial disparities is in the area of health care, including behavioral treatment for autism spectrum disorder (ASD), with which I am personally involved. I’ve spent the last 10-plus years providing applied behavior analysis (ABA) therapy to children with autism in Milwaukee at Wisconsin Early Autism Project (WEAP). Studies show that Black and Hispanic children are diagnosed with autism at an older age than white children, are more likely to be misdiagnosed initially, and are less likely to receive an accurate diagnosis at all. Because the best outcomes for children with ASD depend heavily on early diagnosis and treatment, reading these studies was revealing—and brought the issues of racial justice to the forefront of my personal focus.

As a white man working with many children and families of color, I find the reality of a delayed or even absent diagnosis alarming and upsetting—and consider access to ABA a social justice issue that I can personally and directly help address. While I realize the causes of these disparities are complex and must be understood through a larger lens of historic and systemic racism in our societal institutions, I believe we can all make progress addressing these inequalities by starting in our own circles to seek understanding and solutions.

The good news is that by many measurements, the diagnosis gap is beginning to show signs that it is closing, though the problem is far from solved. Getting a diagnosis is only the first step, however, after which actually accessing the necessary services is key. And here again, race, ethnicity, and socioeconomic status can affect access to treatment and the quality of treatment.

For a long time, I took for granted that the vast majority of children I’ve worked with have been Medicaid-funded. Unfortunately, many providers simply do not accept Medicaid clients. While I’m grateful to work for a company that is the exception to that rule, I would call on the federal government, state government, and providers to do more to increase access to services. No one should be denied services because of their income, and since the economic disparities in this country are tied to historic and structural racism, it is not just a matter of social justice but also racial justice to ensure that quality treatment is available to everyone who needs it.

There are other obstacles that can contribute to the lack of access to ABA. For example, many ABA services take place in a client’s home, creating an unintentional barrier for working families, given that home-based services require the presence of a parent or guardian. For families who need multiple people working multiple jobs just to make ends meet, this requirement alone can prevent them from accessing services.

One possible solution is to provide opportunities for treatment that children can receive without their parent or caregiver. In the beginning of 2021, WEAP opened a learning center in the city of Milwaukee, giving communities of color the more convenient access they didn’t previously have but needed. Access is important, and the difference between travelling across a city and having resources in your own neighborhood can be the difference between receiving services—and not.

The services provided for children with ASD are no exception to the general rule of racial inequities, though the research and our understanding are only beginning to develop. For anyone inclined towards research, this is an open invitation to look into these issues more deeply. The experiences of the past year have given us new perspectives to understand that solving a widespread problem requires a combination of research, structural changes, and personal responsibility to do our part in our own worlds. For those of us heavily involved in the world of ASD, this historic opportunity to pursue a new and better normal calls on us to recognize, understand, and address the injustices in our field—and to act with a sense of urgency to ensure that our treatment options continue to improve not only in quality but also in equality.

For many of us, the past year didn’t allow for much planning ahead. Most, if not all, of us, had no idea what the next month would hold. Could we visit with family or friends, eat in restaurants, or shop in-person in a grocery store? Would our loved ones even be safe?

In a year where time both flew by and stood still, it’s easy to continue the pattern of simply getting through whatever the next months bring. However, 2021 offers a unique opportunity to do far more. After all, 2020 forced us to think differently, adapt, and reprioritize our lives—all things that can help us create our most intentional path yet in the year ahead.

How can we embrace 2021 with intention? These tips can help.

Cultivate your inner development
Think back to the biggest challenges you faced last year. Was it managing your child’s change in routine? Did you have to do your job, on top of the job of an impromptu teacher? Did you find yourself putting your own goals and those of your children on pause?

In addition to acknowledging everything you navigated, take time to look inward as you plan ahead. With the absence of many external events in our lives, now is the perfect time to create goals that focus on inner development, or the parts of ourselves the outward world may not see but we can feel and experience internally, such as our awareness and sense of well-being.

While “inner development” may sound like a wishy-washy endeavor, you can actually take concrete steps to nurture your inner self. Try, for example, taking part in a hobby you enjoy, learning something new (just for the fun of it), taking a leisurely stroll, or spending quiet time reflecting on, or even jotting down, your thoughts and feelings. This sort of development differs from the outer development that tends to consume us in normal times—acing a test, reaching the next level of a fitness program, landing a promotion. While outer development is important, it can overshadow our inner development—and leave us harried, stressed, and overwhelmed by our day-to-day obligations.

As you look inward, help your child cultivate his or her inner self, too. Children are naturally curious—and love things like looking up at the stars at night and inspecting an acorn or leaf. Follow your child’s curiosity, and see where it takes you. It may be more difficult, during the pandemic, to monitor your child’s progress or test new skills outside of home, but you can still work on personal development objectives—and even track them. These incremental steps can go a long way in helping us stay positive and move forward, when things seem to be standing still.

Create new routines and traditions
Another way to make use of the irregular year is to develop new traditions, especially ones that relate to personal goals—or to your child’s specific objectives. To work on teamwork and social skills, for instance, try planning a movie night with a discussion afterward or a regular fort-making session, indoors or out. Likewise, to get more exercise, try learning a new dance skill (like Salsa!) and designating an evening each week to practice. (YouTube, by the way, is a great source for free dance videos.)

To expand your child’s palette, add international cooking days to your weekly or monthly routine. If possible, involve your child in selecting the country or culture, preparing the food, and even creating culturally-themed decorations. While your kids may not be ready to eat the new cuisine you make, creating an international cooking day is a great way to expose them to new foods, textures, and smells—and to diverse cultures and lifestyles.

Creating regular virtual events with friends and family you can’t see in-person gives your child a chance to practice social and communication objectives. You can simply chit-chat and catch up—or plan something special like sharing a picture book, singing a song, or playing a game on a platform like Kahoot. For ideas on games to play virtually with friends, see this list from USA Today. And remember: even if you child can’t play the game independently, he or she can team up with you or another family member—and contribute in some way.

Heed your needs and limitations
It’s easy to play the parental martyr by doing everything for your children, especially when they require more accommodations than others. But if you stop managing your own boundaries, you can reach a point where you begin to model behavior based on the emotions of stress, anger, frustration, and fatigue. And that doesn’t benefit anyone.

To all parents and caregivers: consider creating your own goals for 2021. How are you going to prioritize yourself so you can be a supportive, loving parent? Often, this requires incorporating self-care, like a morning routine just for you or time for something as simple as reading a good book, reaching out to friends on a more regular basis, or getting more involved in a parental support group. Arranging play dates for parental time off may not be possible during COVID, making it more crucial than ever to carve out time for yourself.

Whatever you decide to incorporate, keep these three things in mind to help you succeed: don’t overlook inner development as a worthwhile use of time; heed and accommodate your own limitations; and involve your child in the creation of new goals. Keeping your children involved in the planning process gives them autonomy, while enabling you to create a realistic plan that you can sustain over time—and that prevents your own burnout.

Although we don’t know what next year will bring, we do know we’ve already been tested and have shown immense strength and resilience. We now have the experience and tools to handle what comes our way—and move into 2021 with intention and a positive mindset for a nourishing, growth-oriented year ahead.

The changing of routine, new decorations in the home, the influx of visitors, whether in-person or online—all of this makes the holidays a particularly challenging time for children with autism spectrum disorder (ASD). Add COVID-19 to the mix, and the complexity rises, with families everywhere navigating how to celebrate the holidays with new restrictions in place.

While it’s important to give your child a separate and quiet space to take time away from the noise and commotion, it’s also a good time to think of creative ways to include your child in preparing for and celebrating the holidays. Involving your child in cooking or baking is a great way to do this because you can customize the experience to target his or her specific interests, in addition to the specific skills on which you’re working. Likewise, you can adjust their participation to meet their abilities, without pushing too far.

 

Preparation

When planning what dish to make, simplicity is key. Use a recipe with manageable steps—and integrate your child’s interests in the process. You can do this both in content and appearance. For example, you can use recipes with their favorite ingredients or create a cookie that takes the shape of one of their interests, such as dinosaurs or flowers. Whether or not you have a cookie cutter in the form of a dinosaur or flower, you can use your hands and a dull knife to shape the dough into the overall form.

Preparing ahead to avoid your child’s aversions can go a long way, too. If a particular texture, smell, color, or sound distresses your child, choose a recipe that avoids them altogether, or provide items to help them cope—for instance, use gloves to avoid certain textures or headphones to soften the sound of the blender.

To break down challenges and find helpful adjustments, take a look at Cooking with Autism by Penny Gill, which is recommended and used by the Autism Awareness Center, Inc.

 

Finding the Right Approach for Your Child

The needs and preferences of each child with autism are unique, so make sure you consider these factors when deciding which tasks to assign your child in the kitchen. Below are two approaches you can choose from or adapt to best match your child’s abilities.

Maximizing ease, minimizing frustration
For children who generally require more accommodations, try to reduce complicated steps and the chance of overwhelm. Consider starting by showing your child a sample of what they’re making, like a batch or cookies already prepared so they can see the final product—and ultimately show more engagement in the cooking process. Instead of asking your child to find or measure ingredients, you can pre-measure all ingredients, and your child can simply add them into the recipe as you go. Alternatively, start with a batter you premix and have your child help set the recipe on its tray or pour it into the pan. That way, your child remains part of the cooking process, without having to go through the entire arduous experience.

Increasing participation and learning opportunities
Children who require less support can assist in more of the process. With guidance, they may be able to gather the ingredients themselves, measure the appropriate portions, and do the mixing. Start by walking your child through each step and reviewing the next step—this will help alleviate pressure so your child doesn’t become distressed or discouraged. Keep in mind that mistakes happen and provide an opportunity to show support and acceptance, while using creativity and problem-solving to find a solution.

 

With the right preparation, cooking and baking can be a fun and rewarding activity that allows you to bond with your child. In addition, cooking and baking introduce your child to basic and essential kitchen, math, and organizational skills, while providing a chance to work through sensory experiences in a safe (and hopefully tasty) way. As you embark on a cooking or baking project, don’t worry about the mess. Just savor the one-on-one time together—and the chance to taste and commemorate your hard work, as you ring in the holidays.

The coronavirus pandemic influences our daily activities and life in a profound way. With the holidays upon us, many families want to create new ways to celebrate the season and honor family traditions. Involving your children in different activities can be a great way to create fun and engaging experiences, while  fostering your child’s development of social skills, citizenship, sense of belonging, and contribution.

As you spend more time at home, try these crafts that you and your children can do together to celebrate the season or, even, start a new tradition.

 

Sand Art Menorah and Candles

Lighting candles on a menorah is one of the most treasured traditions of Hanukkah, also known as the festival of lights. After you make this, encourage your child to gift it to a friend or family member on Hanukkah, or use it yourselves to make the holiday symbolic and memorable.

MATERIALS

• One large glass jar
• Sand of a few different colors
• Small glass jars
• Funnel
• Silver straws or battery-operated tea lights
• Scissors
• Yellow grosgrain (or corded) ribbon

INSTRUCTION

Take eight small jars and one big jar. Use a funnel to fill the jars with colored sand. If you’d like, try pouring different colors into one jar to make layers. To create patterns, tilt the jar as you pour the sand or use a wooden popsicle stick to move the different colors around. Don’t forget to tap the jar after filling. Pick your favorite candles (such as birthday candles) to place in the jar. For younger children or children who may need additional supervision, silver straws, tea lights or battery-operated tea lights, are an excellent option.

 

Ink Blot Prints

Based on the famous Rorschach ink blog test, ink blot prints are tons of fun for kids to make and attempt to “read.” Help your children make prints to gift to someone they care about for New Year’s.

MATERIALS

• Small paintbrushes
• Medium weight art paper
• Sponges in different shapes
• Picture frame
• Tempera paints

INSTRUCTIONS

Take a white piece of paper and fold it in half. Generously dab or pour paint on one side of the folded paper. Try using differently shaped sponges to dab designs onto the paper. Next, fold the other side of the paper and press down. Open the paper to see the design and let it dry. Then ask your child: what shapes or images can you make out in the design? Place the painting in a frame to display it around your home, or wrap it up and give it to a friend or loved one.

 

Sensory Bottles

These fun, imaginative bottles are perfect to make for each person at your holiday table or to send to family members. Best of all, your child can make each bottle unique and customize it for each recipient.

MATERIALS

• Small bottle or jar
• Hair gel or baby oil
• Water
• Glitter
• Paper clips
• Water beads (or buttons or other small objects)
• Optional: Magnet, ribbon, permanent marker

INSTRUCTION

Take an empty bottle and pour in hair gel (or baby oil), water, and a little glitter. Add miniature objects, such as beads, buttons, figurines, and paper clips. Seal the bottle tightly and shake. To decorate the outside of the bottle, consider tying a ribbon around the neck or writing on the outside with permanent marker.

Once completed, your child can take a magnet alongside the exterior of the bottle to make the paper clips move. You can also turn the bottle in different directions to watch the objects slowly move around and settle.

 

Mini Clay Bowls

Unique clay bowls make a lovely Christmas Gift. After all, they’re great for storing everything from spare change and hair clips to buttons and safety pins. Kids love the squishy feel of clay—and take pride in making something useful for grown-ups.

MATERIALS

• Wax paper
• White air-dry clay
• Water
• Small rolling pin
• Cooking oil
• Non-washable ink pad
• Chipboard letters or rubber letter stamps
• Cotton swab

INSTRUCTIONS

Knead the clay for a few seconds to warm it up and loosen it. Flatten it on wax paper, maintaining at least a quarter-inch thickness. Wet the top of the clay with water to smooth the surface, and then let the clay sit for eight to 10 minutes.

Apply a small amount of cooking oil to the surface with your finger. Put the ink on your stamp and press it on the wet surface. To clean any unwanted oil or impression, use a cotton swab. Mold the corners to shape it into a bowl. Experiment with different shapes and sizes.  Leave the bowl on wax paper for three days to let it completely dry, and then wrap it up as a gift for family or friends.