ACEingAutism VOLUNTEER MANUAL2019Edition
OURVISION Weenvisionafuturewhereeveryindividual withautism hasequalaccessand opportunitytoexperience thejoyofplaying tennis.
Welcome,ACEingAutism Volunteer! WeareveryexcitedtowelcomeyoutotheACEingAutism team.it svolunteerslikeyou thatkeepourprogram runningandprovidesuchaninvaluableexperienceforour participants.wethankyouforyourinterestinaceingautism,andwehopethatyou wilhavealotoffuninyourtimewithus.thismanualcoversthestepsthatyouneed togetstartedwithus,outlineswhatyoucanexpectduringthesession,andalso providesyouwithvaluableinformationaboutworkingwithourparticipants. On-BoardingandTrainingChecklist Onceyouhavedecidedtojoinourteam asavolunteer,there areafew veryimportantstepsthatwilhelpyougetstarted. Registration:Firstandmostimportantly,pleasemakesureyouhaveregisteredonline. Thisisanessentialstepforeachandeveryoneofourvolunteers.Pleasevisitour website s Volunteer pagetolearnmore,andfolow thelinktocompleteyour registration. www.aceingautism.org/volunteer/ BackgroundCheck:Oncewehavereceivedyourregistration,youwilreceivealinkto completeabackgroundcheck.sinceweareaprogram thatserveschildren,thesafety ofourparticipantsisofgreatimportance,whichiswhywerequirealincoming volunteersages18andoldertocompleteabasicbackgroundcheckassoonasthey haveregisteredwithus.thisprocesstakesabout10minutes,involvesnocosttoyou, andtheinformationyouprovidewilnotbesharedwithanyoneoutsideofthefirm thatconductsthecheck.youwilbeaskedtoprovidebasicpersonalinformation,the pastfiveyearsofaddresseswhereyouhavelived,andaphotoofanidentificationcard. Resultsareusualyreturnedtouswithin3to10businessdays.Pleasenotethatperour policiesandstatelaws,volunteersovertheageof18cannotstepontothecourtwith usuntilthebackgroundcheckiscomplete.
Ourmissionistoconnectindividualswithautism throughuniquetennisprograms, andtodevelopandadvanceprovenmethodstopositivelyimpactthechildren, familiesandcommunitiesweserve. W henyourbackgroundcheckisreturnedtous,ourhomeofficewilsendyoua confirmationemail.oncecompleted,yourregistrationandbackgroundcheckare goodfortwoyears.ifyoudecidetocontinuewithasecondsession,pleaseletyour Program Directorknow thatyouhavepreviouslycompletedboththeregistrationand thebackgroundcheck,andtheywilverifythiswithourhomeoffice. Orientation:First,pleasereadthecuriculum andwatchthecorespondingonline videostoseewhatourcliniclookslike.avolunteertrainingsessionwilbeheldpriorto thefirstsessiondateandwilfamiliarizeyouwithourmissionandthecuriculum.at thistime,youwilalsoreceiveyouraceingautism t-shirt,whichweaskyoutowearat everyclinic.youwilalsohavetheopportunitytoaskanyquestionsyoumayhavefor yourprogram Directororourstaf. ConnectwithUs!Besureto like ourfacebookpageandfolow usoninstagram and Twiterfornews,updates,andstoriesfrom theaceingautism community.
VolunteeringwithACEingAutism Onceyouhavecompletedourregistration,clearedabackgroundcheck (ifover18),watchedtheonlinevideos,andcompletedthetraining session,youarereadytobeginvolunteeringwithus.thefolowingwil helpyoutounderstandhow thesessionwilrunandwhattoexpect. Pleaseplantoarive20minutespriortothestartofeachclinictohelpwith equipmentset-up,andforyourprogram Director sbriefingonthatday sgameplan. Itisveryimportantthatyoualwaysfolow yourprogram Director sinstructions. Wetrytopairourvolunteerswiththesameparticipanteachweek.Thisfamiliarity canbecomfortingandhelpswithrelationship-building.duringtheclinic,besureto engage withyourassignedparticipantandinteractwithparentsbeforeandafter theclinicand,asneeded,duringtheclinic.makesuretointroduceyourselfbyname eachweek.ifyouareworkingwiththesameparticipantasinthepreviousclinic, makesuretoremindhim orherofyourname.alwaysreinforcegoodsocialskils!if theparentsatyourprogram observefrom nearby,makesuretheyknow yourname atthebeginningofeachclinicaswel.thereisagoodchancethatthechildwillook athisorherparentorgototheparentduringtheclinic,anditishelpfulforthe parenttobeabletoredirectthem backtoyouusingyourname. Safetyisalwaysourfirstpriority,sobemindfulofyoursafetyandthatofour particpantsataltimes.afew examplesyoumayseeinclude:balsrolingbythefeet ofparticipants,peoplestandingtooclosetooneanother,racquetsbeingswung wildly,peoplestandinginthelineofwhereabalcouldbehit,andparticipantstrying toleavethecourt. Duringtheclinic,weaskthatyoupleaserefrainfrom usingyourcelphone. Whentheclinichasended,pleasewalkyourparticipanttohis/herparents.Thisgives youanopportunitytoengageindiscussionandconnectwithourfamilies. Plantostay20minutesaftertheclinic sendtohelpwithequipmentstorageand participateinadiscussionofthatday sactivitieswithyourprogram Director.Thiswil alsogiveyoutheopportunitytoaskanyquestionsandprovideuswithfeedback aboutyourexperience,aswelastheparticipant s,onthecourt.
W hattorememberw henworkingwith OurParticipants Alofourparticipantsarediferentandhaveuniqueabilities,skils,andchalenges.Themajority ofparticipantsthatjoinourprogram haveneverplayedtennisbefore.someparticipantswil learnquickly,whereasotherswilrequiremuchmoretimeandhaveaslowerprogression.itmay bebeneficialtoworkattheparticipant spaceinordertohelptheparticipantsbesuccessful. W hileyoumaybetemptedto goeasy ontheparticipants,somemayrespondbetertohigher expectationsandmorestructure.parentsshouldbeabletogiveyouasenseofwhatworksbest fortheirchild. Volunteersareresponsibleforteachingthatweek sactivitiesandskilstotheparticipantsthey areworkingalongside.standnexttothem andmodelastroke,orstandwiththem andgiveclear andconciseinstruction.w hilesomeoftheparticipantsmaywantmorespace,othersmight preferyoutostandbehindthem andpracticeswingswiththem.donotbeafraidtobe hands-on;mostoftheparticipants,especialytheyoungeragegroup,needhelppracticingthe motionsandmotorskilsittakestoholdaracquetorhitabalbeforetheyareabletodoiton theirown.thismightinvolvehelpingthem holdtheracquetorplacingahandontheirbackto encouragethem torunwithyou.itisimportanttobereceptivetotheparticipantwithwhom youareworking.donotbeafraidtoaskforadvicefrom yourprogram Directororthe participant sparent. Remembertogivealotofpositivereinforcementtoourparticipants.Forexample,letthem know whentheyareinthecorect readyposition, havetheireyesonthebal,orhitagoodshot.since oneofthemajorgoalsofourprogram istoencouragesocialinteraction,lookfornatural opportunitiesthatmaypresentthemselves.forexample,ifyouareincloseproximitytoother participants,havethem highfiveandcheerforeachotherwhensomeonedoessomething great.itcanbeasquickas, Josh,Mileshitagreatshot,givehim ahighfive! Bemindfultogentlyreinforceskilssuchaswaiting,eyecontact,takingturns,sharing,andgood listening.thiscanbeassimpleas, Amy,greatjoblookingatthebal! or Sara,nicejobwaiting forjadentofinish! Ifyourassignedparticipantishavingtroublewaitingtheirturn,feelfreeto keepthem engagedinaphysicalactivitysuchasjumpingjacks,toetouches,etc. Consistencyisabsolutelycritical.Bemindfultosetthesameexpectationsateachclinic.Mostof ourparticipantsthriveonaconsistentstructureandroutine.pleasefolow our9-stepcuriculum everytime. Remembertobepatient,asitcantaketimetolearnaboutwhatworksbestforeachchild.Ifyou areworkingtogetherasateam withyourprogram Director,felow volunteers,andthe participants,yourexperienceandtheirswilbetremendouslyrewarding.stayexcited,be enthusiastic,andhavefun!
EngagingwithParticipants Retainingqualityvolunteersandexpressingourgratitudefortheirtimeandgood workareveryimportanttousataceingautism.wefeelthatoneofthemostrewardingthingswecanoferyou,asavolunteer,isasenseofpersonalinvestmentinand relationshipwithourparticipants.hereareafew strategieswesuggesttohelpfoster thisconnection: Atthebeginningofeachsession,wewilassignyoutobepairedwithaspecific participant.whenpossible,wewouldlikeyoutokeepthesameparticipantateach clinicofthesession.anindexcardwithimportantinformationabouttheparticipant wilbeprovidedsothatyoumayfamiliarizeyourselfwiththeparticipant sabilities, likes,anddislikes.thiswilnotonlyhelptobuildarelationship,empoweryouasa volunteer,andcontributepositivelytoyourexperience,butitwilalsobenefitour participants.workingwiththesamevolunteerforthedurationofthesession providesvaluablefamiliarityandroutinetoourparticipants. Gettoknow yourparticipantbydiscoveringtheirhobbiesandinterestsandmake suretohavefunwiththem too! InteractingwithParents Ifyouhavenotyetmetthem,weencourageyoutointroduceyourselftoparticipants andtheirparentsoncetheyarive.itisveryimportanttoestablishclear communicationandagoodrelationshipwithparents,andveryimportantthatthey know yourname.parentswilbeabletosharewhatareastheirchildisstrongin,what motivatesthem,signsofiritability,andbehavioralstrategiesthatmaybehelpful. Manyofthechildreninourprogram maynothavetheexpressivelanguagetobeable toreportbacktotheirparentsaboutwhathappensinaclinic,somanyparentswilnot know ofasuccessorchalengeunlessyoutelthem directly. Parentslovetotakephotosatourclinics,butgetinggoodphotoscanbedifficult,as theyareusualynotonthecourtandtheydonotwanttointrude.ifyouhaveenough volunteersonhand,it sagreatideatodesignateonepersontotakephotoseachweek andemailthem toparents.itcanalsobehelpfultowritewhatthechilddidwelwith thatweekandthatyouarelookingforwardtoseeingthem atthenextclinic. WorkingwithautisticchildrenwaschalengingyetrewardingbecauseIwasabletosee thechildren'sappreciationforbeingtaughttennis!itwasaremarkableexperience!thanks somuch! AlexaMiler,Volunteer
FrequentlyAskedQuestions Q:W hataresomethingsicandotomaketheprogram asuccess? A:Thebestthingtodoistokeepanopenmindandstayengaged.Idealy,theatmosphereon courtshouldbefun,light,andenergetic.ifyouarehavingfun,ourparticipantswilpickupon that,andtheywilenjoythemselvesalthemore.alwaysremembertocommunicatewiththe participantandtheirparentsaftereachclinic.thiswilalow youtoestablishrapportandadapt thesessiontotheneedsoftheparticipant.lastly,ifyoufolow thecuriculum andthedirection ofyourprogram Director,theprogram wilbeasuccessforalinvolved. Q:W hatdoineedtobemindfulofinhelpingtoensureeveryone ssafety? A:Alwaysmonitorthespacebetweenparticipantsastheyarepracticingtheirswings,andbe mindfuloftheiraim sothatnoonegetshitintheirfolow-throughorwithatennisbal.always usetheplasticlinessoyourparticipantsknowswheretostand.alwaysbesuretoclosethegate whenenteringorleavingthecourt.also,becausesomeofourparticipantstiremoreeasilythan others,pleaseencouragerestorwaterbreaksinbetweenactivitiesifyoufeeltheyareneeded. Keepinmindthatforsomeparticipants,itishardtogettheiratentionbackafterabreak,sotry tousethem onlyasnecessary.ifyoufeelthatyouareworkingwithtoomanyparticipantsforyou tosafelykeeptrackof,pleaseletyourprogram Directorknow. Q:How shouldiusemytimeonthecourtbetweenactivities? A:Ifyouhavenotreceivedspecificinstructionsfrom yourprogram Director,youcanusethe timeinbetweendrilsandactivitiesinafew constructiveways: Asparticipantsarepickinguptennisbals,trytotargettheirfinemotorskildevelopment. Chalenge them toseehow manytennisbalstheycanbalanceontheirracquetbefore walkingthem tothehopper. Duringbreaks,somevolunteerscanbeginsetingupthematerialsforthenextactivitywhile othersareinteractingwiththeparticipants. Encouragesocialinteractionbetweenparticipants. Q:CanIvolunteerifIdonothavemuchtennisexperience? A:Absolutely!Ourinitialtrainingwilcoverthetennisskilsneeded,andinthiscasewepairthe volunteerswithtennisexperiencewiththosewhohavelesstennisknowledge.hereareafew basicsforyoutoreferencethroughoutthesession:
Keeptheparticipantsbusyandengagedasmuchaspossible.Beenergeticandanimated!If theparticipantwantstorunaroundforalitle,thatisfine.trytogetthem tocomeback aroundtothescheduleasbestyoucan.inthebeginning,youmayelicitfrequentbreaks,such ashiting10bals,folowedbya30-secondbreak.astheweeksgoon,youcanworkon increasingtheamountoftimebeforetheytakeabreak. Focusonthe readyposition beforefeedingthebal: o Standingondesignatedplacemarkers. o Facingthenetforvoleys,sidewaysforgroundstrokes. o Racquetup. o Eyesonthebal! Whenfeedingabal,alwaysuseanunderhandtoss.Overtime,youwillearnwhichparticipants canhandleamoredifficultfeed,eitherwithincreaseddistanceorfeedingwitharacquet. Becomefamiliarwiththefolowingtennisterms(seeonlinevideosformoreinformation): o Baltoss/feed(underhand):Ifyoudonothavegoodaccuracy,thiswouldbeagreatskilfor youtopracticepriortofeedingbalsinasession.theaccuracyofthefeedcanbeahuge factoroftheparticipant ssuccess. o Voley:Ashotclosetothenetinwhichthebalisblocked,withoutswingingtheracquet, beforeitbounces. o Groundstroke:Aforehandorbackhandshotthatisexecutedafterthebalbouncesonceon thecourt. o DropHit:Theparticipantdropsthebalslightlyinfrontoftheirbodywiththeir non-dominanthand,thenhitsbalwithaforehandgroundstroke. o Serve:Tossthebalaboveyourhead(withyournon-dominanthand)andswingupwardand outward towardthetarget(withyourdominanthand). Toorientyourself,pleaserefertotheLinesoftheCourtDiagram (SeeAppendix) Q:Ihavelittletonoexperienceworkingwithchildrenwithautism.W hataresome moredetailedguidelinesicanimplementtohelpmebesuccessful? A:Herearesomegoodpracticestokeepinmind: StructureandroutinecanbeveryimportantforpeoplewithASD.Havingaclearand consistentsequenceofactivitieseachweekmayhelpparticipantsgainfamiliarityandcomfort.
ItwassucharewardingexperiencevolunteeringatACEing Autism!Thekidswereajoytoworkwiththeywerealso happy,anditwasawesometobringasportthatmeansso muchtomyselftothem!itwasawesometomeetrichard andalex!thefactthattheyflew outforthelaunchshows how involvedandcommitedtheyaretoseeingtheprogram succeed! MeganWasson
Processingdelaysareverycommon.Childrenwithautism oftenpresentwithdelaysin expressiveandreceptivelanguage.bepatient! Leadwiththechild snamewhenatemptingtogaintheiratention.sayingtheirname firstandgivinga2or3secondbuferhelpsthem torecognizethatyouarespecificaly speakingtothem. Trytogaugetheparticipants expressive/receptivelanguageskilsinthefirstweekor two.iftheyappeartobeconfused,orarehavingdifficultyfolowingcomplexinstructionsor two-stepcommands,thenlimittheamountoflanguageyouareusing.achildwithdeficits inreceptivelanguage,pairedwithalotofverbalinstruction,maybecomeconfusedand frustrated.however,donotassumethatbecauseachildhaslimitedabilitytospeak,that heorshehassimilarlylimitedabilitytounderstand.veryoften,achildwithasd who cannotspeakmaybeabletounderstandatahigherlevelthanachildwhocanspeak,and viceversa.makesuretocommunicatewiththeparents.theyareagreatresourcein knowingthebestmethodstoconnectingwiththechild. Manypeoplewithautism pickupalotofcontextbasedonthespeaker stone.vocaltone canbeveryhelpfulforstudentswithreceptivelanguagedelaysintermsofrecognizing wheninstructionsarebeinggivenorwhentheyarebeingpraisedforagreatshot.usean upbeattoneofvoicewhenrein forcing,andaneutraltonewhengivinginstruction.ifyou reactwithtoomuchexcitementwhentheparticipantdoesnotachievethedesiredout come(swingsandmisses),youmaybeinadvertentlyre inforcingtheideathatyouwant them toswingandmiss.aneutraltonewouldworkbeterinthissituation. Whenpossible,explainthenumberofbalsthataregoingtobehit. Fourmore,three more. Beclearaboutwhattheactivityisandwhatcomesnext. Firstwedovoleys,thenweget water. Whenspeakingwithparticipants,trytopositionyourselfintheirlineofsight;lower yourselftotheirheighttonaturalyestablisheyecontact. Recognizetheparticipants areasofstrengthandworkondevelopingthosebeforetheir deficits.anunevenlearningprofile(verystronginsomeareas,butveryweakinothers)is oftenassociatedwithasd.parentsareagreatresourceforhelpingtoidentifythese. Communicatewithparentsearlyandoften!Theyknow theirchildbestandwilbeableto sharestrategies,reinforcers,andrewardingtechniquesthattheyuseathome,whichcan beutilizedonthetenniscourt. Childrenonthespectrum tendtobeconcrete/tactilelearners,sophysicalpromptingmay bemorebeneficialthanverbalinstructionforsome. Thankyoufortheopportunitytohelpout.Saturdaywasawesomeandincrediblyfulfiling! ACEingAutism isrealyspecialandifeelsofortunatetoparticipate.thankyou! RobGregoire
aceingautism.org RememberthatsensoryprocessingdisordersareoftenassociatedwithASD.Severe sensoryprocessingdeficitscanleadtoamixingofvisual,auditory,andothersenses, especialywhentiredorupset.thesedeficitsrangeinseverityandcanmanifest themselvesinamultitudeofways,includingbutnotlimitedto: o Touch:Beawareofhow achildrespondstotouch.insome,thenervoussystem doesnot havetimetoprocessthesensationandtheywithdraw atfirst.someparticipantsmay behypersensitive,whileothersarehyposensitive.somemaylikeit,butprefertobethe onewho initiates. o Auditory:Keepaneyeoutforparticipants reactionstosuddenandunpredictable noises.somewilhavedifficultyscreeningoutbackgroundnoise,orwhentwopeople aretalkingatonce.peoplewithasd oftenhavehearingthatissimilartoamicrophone pickingupeverythingwith equalintensity,asopposedtotypicalhearing,whichpicks upsoundsinamorefocusedanddirectionalway. o Visual:Manypeoplewithautism havedepthperceptionchalenges.thiscanbedifficult todetect.anindicatorofthismaybeifthechildhasadifficulttimewatchingthebal flyingatthem. PeopleFirstLanguage MostAmericanswilexperienceadisabilitysometimeduringthecourseoftheirlives,and about50milionamericansreporthavingadisability.disabilitiescanafectpeoplein diferentways,evenwhenonepersonasthesametypeofdisabilityasanotherperson. Positivelanguageempowers.Peoplefirstlanguageisusedtospeakappropriatelyand respectfulyaboutanindividualwithadisability.peoplefirstlanguageemphasizesthe personfirst,notthedisability.forexample,whenreferingtoapersonwithadisability,refer tothepersonfirstbyusingphrasessuchas: apersonwho, apersonwith or, person whohas Herearesuggestionsonhow tocommunicatewithandaboutpeoplewith disabilities.
PeopleFirstLanguage Personwithadisability Personwithoutadisability Personwithanintelectual, cognitive,developmentaldisability Personwithanemotionalor behavioraldisability,personwitha mentalhealthorapsychiatric disability Personwhohasacommunication disorder,isunabletospeak,oruses adevicetospeak Personwhousesawheelchair Personwithaphysicaldisability Personwithepilepsyorseizure disorder Personwhoissuccessful, productive LanguagetoAvoid Thedisabled,handicapped Normalperson,healthyperson Retarded,slow,simple,moronic, defectiveorretarded,afflicted, specialperson Insane,crazy,psycho,maniac, nuts Mute,dumb Confinedorrestrictedtoa wheelchair,wheelchairbound Crippled,lame,deformed,invalid, spastic Epileptic Hasovercomehis/herdisability,is courageous
WeWantToHearFrom You Asalways,pleaseletusknow anyfeedback,ideas,successes,orchalengesyoumay haveduringyourtimewithus,andhow wecansupportyou.establishamethodthat worksforyoutocheckineachweekwithyourprogram Directorinorderto communicatetohim orherhow yourexperienceisprogressingandwhatyoumay need.ifyouhaveanyquestions,concerns,orfeedbackthatyourprogram Director cannotaddress,pleasefeelfreetoreachouttoourstafataceingautism shome office.wewouldlovetohearfrom you.theofficemanagerinourhomeofficewilbe yourbestpointofcontact.youcanreachthem at(310)401-0544.ourhomeofficeis locatedat2001s.baringtonavenue,suite320,losangeles,ca,90025. Wehopethatyouwilfindyourtimewithustoberewarding,educational,andfun.We hopethatafterparticipatingwithaceingautism,ourvolunteerswil: AppreciatethechalengesfacedbyachildwithASD andhisorherfamily,while simultaneouslycelebratingtheirstrengths,andbecomeanadvocateforchildren withasd withintheircommunities. Serveasarolemodeltoourparticipants,andhelpthem tofostersocialrelationships. Learnhow tocommunicateefectivelyandproblem-solvebyworkingwithchildren witharangeofskilsandchalenges. Pleaseconsidersharingyourexperiencebysubmitinganessayorarticleforour Volunteers sectionofourwebsite.pleasesendtoinfo@aceingautism.org. ThankyouforyourtimeandyourcontributiontoACEingAutism. Welcometotheteam!
CONTACTUS 2001S.BaringtonAve.,Suite320 LosAngeles,CA,90025 info@aceingautism.org aceingautism.org 310.401.0544