Visual Supports: Sequencing Going Fishing Put on boots Put on hat Get bucket and fishing pole Catch a fish

Teaching Matching: Object with Picture

Teaching Program and Data Collection

Other Visual Support Books It’s Time for a Picnic

Baseline - Picnic

After Teaching with Visuals- Picnic

Supporting Dramatic Play Visual Supports Incorporating socialization When creating visual supports it’s helpful to incorporate social components within the visual sequence Examples: kissing baby, sharing with the bear, sharing with peer

More Complex Dramatic Play Create more complex scripts that fit well in a routine Choose activities that are either high interest or will be reinforced in the natural environment Model, prompt, reinforce, fade (visuals are helpful too!)

Pizza Parlor

On your Flashdrive: Dramatic Play Script Examples Pizza parlor Grocery store

Activity

Maximizing Learning Opportunities Focus Area 3: Increasing Learning Opportunities in Play for Individual Students

Play Skill Targets for Individual Students: Domains of Play Skills Early toy play skills Imitation Pretend play Blocks & manipulatives Vehicle play Figure play Dramatic play Game play Movement & social games

For More Information on Basic Play Targets Teach 2 Talk - http://www.teach2talk.com/ Video example teach me to talk videos Smith, M. (2001). Teaching play skills to children with ASD

Play Skill Targets for Young Children with ASD Get out this handout… We will reference this document throughout this section

Think about the students in your classroom Which of your students are making good use of play time, and which students are not? As a team, identify a target student who would benefit from additional support during play activities. Think about this student as we go through the next several sections.

Developmentally Appropriate Practice Draft Statement, National Association for the Education of Young Children, 2008 (naeyc.org) Teachers plan the environment, schedule, and daily activities to promote each child’s learning and development. “Teachers present children with opportunities to make meaningful choices, especially in child-choice activity periods. They assist and guide children who are not yet able to enjoy and make good use of such periods.” (p. 18)

Ideas for Play Skills Targets

Domain: Early Toy Play Put together/ Take apart Put in/ Take out Activity Examples Put together/ Take apart Nests cups Completes simple inset puzzles Puts shapes in shape sorter Stacks rings Put in/ Take out Places varied items (blocks, bears, cars, etc.) in and out of containers (baskets, boxes, bags, etc.) One action sensory toys Uses toys that pop up or light up when a button is pressed Plays appropriately with jack-in-the box Turns/shakes snow globe, wave bottle, lava lamp, or rain stick Drums with drumstick

Domain: Play with Blocks & Manipulatives Activity Examples Builds/connects using manipulatives Stacks blocks Puts together train track Strings beads Builds with manipulatives to make pretend objects Makes “train” with 4 blocks Builds a tunnel with bristle blocks Makes snake from strung beads Builds with manipulatives to make pretend objects and voices or labels play Creates “train” from blocks, says “choo-choo” Builds a rocket ship from bristle blocks and says “Psssh” or “blast-off” as it shoots into space Builds with manip’s to make pretend objects and adds figures/toys Makes bed from blocks, puts figure to sleep (“shh, good night”) Builds tunnel, drives car through (“vroom”)

Domain: Play with Vehicles Activity Examples One action play with vehicles Pushes car/train on ground Flies airplane in air Voicing may be used (“choo-choo”, “vroom”), but is not required Plays with vehicle in a scene Plays with cars on road mat (drives car, parks) Pushes pirate ship through the water May practice crashing, sinking, filling with gas, picking up passengers, towing, etc. Voicing may be used (“crash”, “I’ll help”), but is not required Plays with vehicle in a scene, voices, involves others Narrates or comments while playing Involves others (adults or peers) in play scene

Domain: Play with Figures or Stuffed Animals Activity Examples One action play with figures or stuffed animals Feeds baby doll Swims dolphin in water Voicing may be used (e.g., “mmm,” “whoosh”), but isn’t required Plays with figures or stuffed animals in a scene Creates zoo with animals Sets up birthday party for stuffed animals Voicing may be used (e.g., “tiger,” “Happy Birthday”), but isn’t required Plays with figures or stuffed animals in a scene, voices, involves others Narrates or comments while playing Involves others (adults or peers) in play scene

Assessment Start with an understanding of what the student can and cannot do based on his/her age. Use your district/program’s preschool assessment or…

Strategies for Teaching Play Skills Teaching Early Play Skills Direct Teaching of Play Embedded Teaching Teaching Imitation Video Modeling Peer Support

Direct Teaching of Play Skills

3 Rs Teaching Basic Play Skills For early learners, play skills may need to be explicitly taught Adults set up specific, structured learning opportunities to teach basic toy play skills using the 3Rs. For example: “Put on” (blocks) “Shake” (maraca) “In the car” (put boy in car) “Throw the ball” “Scoop the sand” “Eat the apple” 3 Rs

Teaching Play using the 3 Rs Adult: Put train on the track Child: Does not respond or gives an incomplete response Adult: Physically assists child to put the train on the track

Early Skill Development: Put in

Teaching Basic Play Skills

Direct Teaching of Playing Catch

Activity-Based Instruction with Embedded Teaching Trials McBride and Schwartz (2003) Adding intentional teaching to a play situation increased: Teacher obligatory and non-obligatory statements Student engagement and correct responses to target objectives

Teaching Imitation

First year priorities and beyond REMINDER: Top 3 Targets for Intervention Teaching Requesting (Manding) Social responsiveness Responsive to requests Responding to initiations Imitation Skills First year priorities and beyond (Weiss & Zane, 2010)

Imitation is often an area of deficit for children with ASD This may be due to impairments in joint attention Like other early learner skills, imitation may need to be systematically taught

Preparing to Teach Imitation What if a student is not attending to others in order to learn imitation?

Reciprocal Imitation

Reciprocal Imitation Studies show that some children will respond to others who are imitating them by increased looking and social engagement; this is called reciprocal imitation

Reciprocal Imitation Video

Reciprocal Imitation Reciprocal imitation training (RIT) is a naturalistic behavioral intervention that teaches imitation to children with autism spectrum disorder (ASD) within a social-play context. RIT has been shown to be effective at teaching spontaneous, object and gesture imitation. Improvements in imitation are associated with increases in verbal imitation and spontaneous language (Ingersoll & Lalonde, 2010).

Reciprocal Imitation Why does it work? This is what we do with very young children when they are developing social interaction skills Also, try imitating anyone and see what happens

Reciprocal Imitation: What toys work best? Toys that make music or sound (not electronic devices) Toys with big pieces and not too many pieces (e.g. food sets, bus and a few figures)

Imitation/Reciprocal Imitation Technique Imitate actions of the child. Make the imitation distinct. Intermix with modeling play actions with objects. Make sure actions are distinct (“big,” noisy) so the child will notice them Describe the action Use wait time. Give the child the opportunity to imitate action spontaneously. Prompt imitation. If the child does not imitate after the third model, physically or verbally prompt him to imitate the action. Initially, expect to imitate the child more often then they imitate others.

Do not imitate problem behaviors Reciprocal Imitation Do not imitate problem behaviors

Direct Teaching of Imitation

Teaching Imitation If the child is attending to the environment, but does not imitate others naturally, you will need to use direct teaching of imitation.

Teaching of Imitation using the 3 Rs Adult: Shakes a maraca and says “Do this” Child: Does not respond or gives an incomplete response Adult: Physically assists child to shake the maraca and says “This is shaking”

Embracing Play

Teaching Imitation When teaching imitation, it is often helpful to start with imitation with objects, especially toys Start with toys or movements that will come easily with minimal prompting

Teaching of Imitation using the 3Rs: Have a goal in mind Adult: Pushes a toy bus and says “Do this” Child: Does not respond or gives an incomplete response Adult: Physically assists child to push the bus and says “This is pushing the bus”

Direct Teaching of Imitation What Does it Become? Continue to teach imitation skills such as: Put the boy in the bus Drive the bus to the school Honk the horn on the bus (beep beep) Take the boy off the bus and go to school The targets are sequenced to become a meaningful play activity. The toys are made available in the classroom play area and visuals are provided along with adult support to implement the play sequence in another setting with other children.

Guidelines for Teaching Imitation Identify toys that are interesting to the child. Don’t over-persist with toys that are of little or no interest Stick with a few toys to achieve competency and fluency Teach a set of target behaviors that lead to a meaningful play sequence or could eventually become part of a sequence

Embracing Play

Embracing Play Video Note that many of these examples show both “imitation” and “following directions” simultaneously Imitation is a skill that needs to be taught independent of following directions

Guidelines for Teaching Imitation Imitative play may occur on the floor or at a table depending on the child Have matched toy sets if possible to allow for immediate imitation

Prompted Imitation using Modeling Once the child can imitate through direct teaching, move to imitation using matched toy sets. Model the action and use verbal or gestural prompts as needed to help the child follow your actions. Peers are great as models. An adult can prompt or you can teach peers to prompt.

Observational Imitation Goal is to teach students to learn observationally, or learn from the environment Children with ASD should be taught to watch peers or adults and imitate their behaviors

Observational Imitation

Setting Up Observational Imitation Identical toy sets Model how to play with the toys slowly and systematically Use repetition early on Limit number of toys initially Sit across from each other and limit space between

Circle Time “Charades” Observational Imitation in the Natural Environment Circle Time “Charades” Child Task Child A Pulls picture from surprise box, imitates action depicted in picture Child B Imitates Child A when prompted to “do what (Child A) is doing” Child C Answers questions: “what are they doing?”

Domain: Imitation Single actions with play objects Activity Examples Single actions with play objects Rolling a car Banging a drum Feeding a doll Single actions without props Waving Pretending to sleep, drink, stir (without props) Single actions not connected with toy function -Brush hair with a block Use lego as cell-phone Imitates play actions by peer Pushing car Making play-doh snake Putting animal in barn Flying a superhero

Visual Supports and Video Modeling

Visual Supports First: Play with Friend Then: Swing

Use Visual Supports on the Playground Use visual supports to cue the student to engage appropriately with playground activities

Use Picture Sequences

Activity Books

Video Modeling Multiple studies have shown that video modeling is beneficial for teaching play skills (Fragale, 2014) Video modeling can be used to teach solitary play and social play

Video Model – Build with Blocks

The Power of Peers as Models Duck Duck Goose

Video model examples Dollhouse - https://www.youtube.com/watch?v=600vEMs5HLs Car wash - https://www.youtube.com/watch?v=V2t-ihJJNXI Tea time - https://www.youtube.com/watch?v=JziJRCZFbQo Playing catch - https://www.youtube.com/watch?v=VfarcH9WTh8

Video Modeling: Guidelines for Implementing Shukla-Mehta, Miller & Callahan (2009) May need to add prompts, reinforcers and error correction procedures Make video length and content based on knowledge of the student’s skills in attending, imitation, and visual processing and comprehension Children who are able to attend for 1-min are more likely to benefit Keep the videos brief; more viewings are better than one time All types of models seem to be effective

Peer Support

Opportunities with Typical Peers is an Evidence-Based Practice National Research Council Report (2001) Rogers & Vismara (2008) Many More

Options to Increase Peer Opportunities in Early Childhood Programs Reverse inclusion Coordinating with partner programs (Headstart, Great Start, Regular preschool) Sharing time with another program (e.g. morning ASD class / afternoon regular preschool)

Key Reasons to Emphasize Peer Support Adults don’t play as well as kids do Kids may respond better to peer prompts Visual supports study and Isabelle You won’t have to work on generalization later Trained peers support their friends with ASD

Peer Support during Games

Peer Support during Dramatic Play

Reciprocal Conversation

How would each of these scenarios looked with an adult? Whack a mole Fireman Reciprocal conversation

Training Peers

Peer Training Examples of Instruction Cards Used to Train Peers To get your friend’s attention, talk to him and hand him a toy Play with the toys your friend is playing with When your friend talks, you say something too Ganz & Flores, 2008

Peer Training Praise “That’s great!” Show me Take a turn “Let me see” Examples of Instruction Cards Used to Train Peers Make a choice “Which one do you want?” (Picture here) Praise “That’s great!” (Picture here) Show me “Let me see” (Picture here) Take a turn “My turn” (Picture here) Based on Ganz & Flores, 2008

Play Skills with Peers As students are preparing to transition to Kindergarten and other integrated placements, they need to be taught skills to play with peers

Play Skills with Peers Basic social behaviors such as giving to a peer Phrases to use with peers Examples: “can I play”, “here,” “what’s next?”, “not right now” Support students with visual cues, as necessary, The names of key classmates and teachers in the integrated setting

Play Skills with Peers How to play with toys in the integrated classroom Borrow toys (dress-up clothes, kitchen set, blocks) to increase the student’s skills and familiarity with the materials How to make play choices Choosing a center tag, placing on the board

Play Assessment Play Skill Targets for Young Children with ASD Social-Play Skills Assessment

Activity

Verbal Behavior/Manding Communication Verbal Behavior/Manding Yes/No

Verbal Behavior Overview of Concepts

Verbal Behavior … is communication … focuses on the function of language … can also include sign language, picture systems, gestures or assistive technology

An Overview of Verbal Behavior: 1957 – B. F. Skinner wrote the book Verbal Behavior “Understanding why people say what they say and accounting for it is the most important thing we can study regarding the human condition….. and will be the most valuable analysis” Language = Behavior that is influenced by Reinforcement and Motivation Verbal Operants = the functional categories of language

Verbal Behavior The same word has many different functions (e.g., mom) Say “mom” I see mom I want mom Where is mom?

Verbal Behavior A word is not defined by its form but by its functional category

Verbal Operants The functional categories of language Mand – to request; ask for what you want Tact – to label; say what things are Intraverbal – answer questions; verbal responses to others’ verbal behavior Receptive – a non-vocal response following instructions Echoic – repeating utterances heard through vocal imitation

Verbal and Non-verbal Responses Echoic Mand Tact Intraverbal Non-verbal/Receptive Matching to sample Receptive discrimination Motor imitation Following directions

Mand Requesting for what you want (food, drink, tickles, hug, objects, activities, etc.) Controlled by the individual’s motivation Motivation Mand Outcome/ Consequence Playing outside on a hot day “I am thirsty” or signing drink Drink is provided Given a new coloring book “Color” Crayon is provided