Transcript Slide 1

Social Skills Solutions: Setting
Appropriate Goals and Teaching Social
Skills for Children with Autism
Spectrum Disorder
Kelly McKinnon, MA, BCBA, www.kellymckinnonassociates.com
Guests: Joan Hersh, MA, Preschool Teacher
Elif Cagin, MA, New Vista School
Kelly McKinnon & Associates, Inc.
Why teach play skills
In 2001 the book Educating Children with Autism, also
ranked social skills and the teaching of developmentally
appropriate play, as among the eight types of goals that
should have priority in the design of effective educational
programs for children with ASD.
“Children with autism often gravitate to repetitive play
activity, ranging from manipulating objects and enacting
elaborate routines to pursuing obsessive and narrowly
focused interests. Without specific guidance, they are less
likely to engage in functionally appropriate play with
objects similarly”. (Wolfberg, 1999)
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Module 3: Level 1: Social Play Developmental Milestones
7-12 months
12-18 months**
18-24 months
24-36 months
4 years old
5 years old
Imitates familiar
actions with
caretaker
Demonstrates
functional use of
objects
Uses
vocalizations
and words
during pretend
play
Uses most
toys
appropriately
Associative
Play common
(engaged in
same play,
interacting, yet
going own way)
Acts out characters
Plays pat a cake
Shows symbolic
use of objects
Uses two toys
together in
pretend play
Demonstrate
parallel play
Follows rules in
simple games
without being
reminded
More likely to
agree with others
on rules
Participates in
games with adults
Plays with a toy
in a different
way
Stacks and
assembles toys
and objects
Performs longer
sequences of play
activities
Plays “Mom” or
“Dad”
Sometimes
demanding,
sometimes
cooperative with
friends
Explores
environment with
curiosity
Imitates simple
actions of others
in play
Engages in
pretend and
symbolic play
Pretends to
perform
caregivers
routines
Cooperates with
other children
My visit friends
independently
Uses one object
to represent
many objects
Has plan when
using building
items
Plays ball with
adults
Imitates
Emerging
interactions and
Associative Play
shows interest
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with other
children
Independent Play~ Neurotypical child
Neurotypical children often begin playing
by playing alone
Play involves children manipulating toys on
their own
Play is exploratory, yet purposefulfunctional- emerges into shared play with
peers
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Play Skills:
Play can be simple, or very intricate
Common play steps- follow the milestones:
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Basic play with closed ended toys (stacking cups)
Open ended purposeful play (block building)
Imitative play
Symbolic/Pretend play
Dramatic play
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What Do We See in Neurotypical
Children’s Play?
Children play alone, short or long periods of time,
and using a variety of toys!
They explore & access toys independently
Children use toys functionally and appropriately
They make comments while they play
Children make references to others while playing
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Module 3 Social Play
Sustains independent play for 15 min. w/close-ended toys i.e. puzzles
1. Plays with closed-ended toys (variety, up to 20)
Shape sorter/stacking
Nesting cups, pop up toys
Lacing beads
Insert puzzles
Mr. Potato Head
Build block towers (3-10 blocks)
Simple matching games (match pictures, array of 4)
Put together animal parts
Sit to look at books
2.Plays alongside 2-3 peers- same space, same materials
3. Plays independently with open-ended toys-15 min.(variety up to 20)
samples:
Build with blocks- no defined end (pile of blocks)
Build with blocks- make objects with blocks (house)
Builds with Duplos/Legos- no defined end (pile of Legos)
Builds with Duplos/Legos-make objects (robot, plane)
Builds with train tracks- specific plan
Build with Lincoln Logs
Construction/building, dumping, crashing, re-building
Safari Gears or Magz building
4.Plays alongside 1-2 peers- same space, same materials-comment on play
5.Plays alongside 3-5 peers- same space, same materials-comment on play
6. Is able to wait turn in simple games
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Play Stations
Weiss & Harris (2001) described play stations as:
“Activity centers set up at different physical locations
scattered about a classroom”
“Used to teach a number of skills including increasing
play, parallel play skills and transfer imitations skills to a
setting that resembles a typical preschool”
Bonus skill: helps support length & duration of play
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Teaching Methods
Use visual
Prompt transition verbally and/or physically
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Next Steps
Incorporate peers
Referencing
Join into existing play
with peers
Continue to increase
sustainability
Expand pretend play
repertoire
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Station #1 Play
1:1 Teaching
Puzzles
Shape Sorters
Blocks & Trains
Dinosaurs
Station #2
Independent Play
Station # 3 Play
with peer, adult
Station #4 Play
with peer, no
Station #5 Play
with more then 1
supported
adult
peer
Programming considerations
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Teach: Independent play: access & play with toys on
your own, functionally; give mom a break!
Teach: Imitation in play: watching, copying &
responding to others actions
Teach: Initiating play ideas: generate new ideas in
play
Teach: Pretend play; acting out scenarios, characters
Use data provided as your criteria aims for mastery
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Goals
 Kelly will expand her play skills, learning to play at least 3 simple,
closed-ended play activities (i.e., puzzles, shape sorters, building
tower with 8 blocks) independently, choosing and shifting to each
play activity independently, 4 of 5 consecutive days
 Kelly will expand her play skills, learning to play at least 3 simple,
open-ended play activities (i.e., simple games, a box of blocks, a
magnetic board activity) independently choosing and shifting from the
play activities independently, 4 of 5 consecutive days
 Kelly will expand her play-skill repertoire, to include the ability to
build several items (at least three different objects) with three different
types of building toys (blocks, K’nex, Lincoln logs), independently, 4
of 5 consecutive days
 Kelly will expand her play-skill repertoire, to include the ability to use
objects for pretend play actions including several items (army men,
cars, transformers) initiating at least a 10-action play scheme with
each play item, independently
 Kelly will engage in functional, independent play, using 1-3 toy items
(or a variety of toys), sustaining play for at least 10 minutes (Note:
this goal may need to start with learning to independently choose and
play 1 closed-ended task; add on a chain of known toys, to create an
expanded play skill repertoire and increased engagement in functional
play)
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Video Modeling Effectiveness:
"Results from the video modeling metaanalysis indicate that both video
modeling and VSM (Video SelfModeling) meet the Council for
Exceptional Children's criteria for
evidence-based practices." Bellini, S. &
Akullian, J. (2007) Exceptional Children,
73, 261-284
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Student:
Date:
Module 3: Social Play
1. Plays with age-appropriate toys functionally, 30 min.
2. Engages in non-physical play with peers
3. Follows basic playground rules
4. Joins group in their play, sustains for 20 min.
5. Asks peers to play with them
6. Switches choice of play between self and peer
7. Plays pretend with peers, shares common themes,
coordinates ideas
8. Engages in coordinating ideas during play
9. Plays/builds/works on project with peers
10. C an play basic ball games/sports with peers
11. Accepts being called "out"
12. Accepts losing games
13. W ins gracefully
14. Accepts "No" to play ideas, switches peers' ideas
Yes/No
1:1
Yes/No
In Group
Yes/No
Natural Setting
Cooperative Play
Weiss & Harris
“Children work together toward common
goal or share a fantasy theme that requires
mutual exchange to build a scenario”
• Joint building items
• Making an art project
• Dramatic play scenarios
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Teaching methods
Video Modeling
• 6 year old playing
Starter phrases (White board)
• White board of starter phrases
Token system
• Adult provided tokens (points on white board)
• Set criteria of 7 sharing of ideas
• Moved to self-monitoring
• White board off to side, in room
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Goals
Kelly will join into play of others, sustaining and participating in the
same activity at least 10 minutes, or until activity is over, at least one
time daily, 4 of 5 consecutive days
Kelly will invite another peer to play, sustaining activity at least 10
minutes, or until activity is over, at least 1 time daily, 4 of 5
consecutive days
Kelly will develop cooperative play skills, by working together with at
least 1 other peer to jointly participate/build an item (Legos, floor
puzzle, make a sign), at least 15 minutes, with no more then 1 prompt,
4 of 5 opportunities, 4 consecutive days
During structured turn-taking activities with peers, Kelly will attend to
the game, aware/acting upon her turn, independently, 80% of
opportunities, across 4 consecutive days
Kelly will expand dramatic/pretend play skills with peers, by initiating
at least 5 new pretend play ideas or comments, and observe and
respond to at least 50% of a peer’ statements, in a 10 minute play
period, 4 of 5 opportunities, across 4 consecutive days
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A review of the literature suggests that few studies have
spent time addressing the effects of self-management as
a technique to enable children with ASD to control and
report on their progress toward increasing and
decreasing target behaviors, enabling teachers to devote
more time to teaching. Koegel, Hurley, Frea (1992)
Demonstrated children with autism with severe deficits in
social skills could learn to self-manage responsivity to
others in multiple community settings
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Goal areas:
 Kelly will improve her conversation skills with peers by
demonstrating the following skills in a 10 minute conversation period:
o Demonstrate appropriate space (an arms length)
o Use I statements to share information about self (at least 3)
o Respond to others conversation statements directly (at least
70% of instances)
o Ask questions about their statements (at least 50% of
statements)
o Tell stories in 1-3 sentence, with main idea and 1-2 supporting
ideas
o Use a “conversation ender” when finished speaking
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Teaching Method
Phase One
In the classroom
Direct Instruction
Whiteboard
• Instructor writes and explicitly teaches goals for
lunchtime conversation.
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Phase Two
Behavior Rehearsal / Role Play
• Goal for conversation remain on the
whiteboard.
• Tally marking frequency of exchange on the
white board as a visual reminder.
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Phase Three
Group Discussion
• Checking off goals on checklist followed and
constructive feedback on what to work on.
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Phase Four
In the lunch area
Group discussion
Whiteboard and Pink “Lunchtime Goals”
checklist.
• Instructor asks for student participation to list
rules on board.
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Self-Monitoring & Reinforcement Systems
1. Whiteboard Visual Reminder
2. “Lunchtime Goals” Checklist
3. Individual Goals
4. School wide points system
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Self-Monitoring & Reinforcement Systems
1. Whiteboard Visual Reminder
2. “Lunchtime Goals” Checklist
3. Individual Goals
4. School wide points system
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Video Modeling Effectiveness:
"Results from the video modeling metaanalysis indicate that both video
modeling and VSM(Video SelfModeling) meet the Council for
Exceptional Children's criteria for
evidence-based practices." Bellini, S. &
Akullian, J. (2007) Exceptional Children,
73, 261-284
Kelly McKinnon & Associates, Inc.
Phase Five
Video Modeling & Vide Self-Feedback
Group Discussion
• Checking off goals met and pausing video for
positive and constructive feedback on what to
work on that day at lunchtime.
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Phase Six
Wrap-up and priming
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Where we are headed
Break time / recess / passing periods
• Seeing on going generalization issues
• “ Conversations are just for lunchtime when we’re
eating.”
• These periods of time are unstructured
• Will use the same process
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Conclusions
Play skills need to be taught, and should be a
component of every child with ASD
programming~
Teaching play needs to move from 1:1 setting
to group settings~
Teaching play needs to more closely match
developmental criteria~
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Final Thoughts
More specific data published on
neurotypical play skills
Goals based on peers
Assessments should incorporate peer data
Many different types of “ABA” procedures
to teach play skills!
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Available at Special Needs Bookstore