Presented by: Charlene Sigman, M.S.Ed.,CCC-SLP “How to Bring out the Extraordinary in Your Child” for Parents of Children with Social Communication Delays Section 3: Imitation, Turn-Taking and Games… Oh My!!! Presented by: Charlene Sigman, M.S.Ed.,CCC-SLP

Last Session OWLing, Challenges from the week the 4 “I’s” & Levels in ESDM OWLing, What didn’t work? Challenges from the week What did you notice? Observations from the week ? Questions

One of the most powerful learning tools Imitation One of the most powerful learning tools “Our brains are wired for imitation in a special way, with brain cells- the mirror neurons- that link actions that we see others make to our won action patterns, just by watching” (Iacoboni, 2005, 2006)

Types of Imitation Facial imitation: reproduces expressions and helps a child get in tune with others Gestural imitation: learns the power of communicative gestures to express and understand Imitation of actions on objects: prepares child to take on adult roles with tasks Imitation in turn-taking: imitations help share topics and elaborating imitations keeps the play interesting! Imitation lays down the structure of conversation and pragmatics (social skills)!!!

Imitation in Autism Children with Autism are not very imitative. The lack of imitation drastically reduces learning opportunities. Building imitation skills is critical. Learning sequence: imitation of actions on objects body movements without objects oral-facial imitation vocal imitation of sounds and words

Teaching Play Skills through Imitation Prompt the child to imitate BEFORE continuing the rewarding activity Model an action Capture the child’s attention with a motivating activity

Teaching Play Skills through Imitation: Object imitation (Level 1) Child hammers you take a turn and give the hammer back Use language “my turn” “bang, bang” respond, “Yes! Bang, bang!” Child doesn’t hammer prompt the action with full physical and language, “Bang, bang!” Goal 8-10 correct

Teaching Play Skills through Imitation: Object imitation (Level 2) Action in their repertoire but in response to your action. You model banging when you first present the hammer AND you know the child is motivated by it. Give child hammer and say, “You bang it.” Child imitates, you PRAISE. Child doesn’t imitate, take the hammer back and demonstrate and prompt as needed, then let them have the hammer. Goal 8-10 correct

Model an unusual but simple action on objects. Teaching Play Skills through Imitation: Imitate a novel action(Level 3) Model an unusual but simple action on objects. Use something in a different way (play-dough, art activities, new toys). Don’t use objects that they have a very set and repetitive way of handling like the hammer.

Rolling cars: introduce car noises, driving fast and slow, crashing. Imitate and Elaborate Imitate the child’s behavior and then introduce a new component to make it more motivating! Rolling cars: introduce car noises, driving fast and slow, crashing. Shaking an item: put the shaker on your head, on your belly, play peek-a-boo

Teaching Imitation in Other Areas Object Imitation Gesture Imitation (sensory social/people games) Includes head shakes, nods, pointing Imitate songs and Finger Plays: BEWARE of over-prompting! Vocal Imitation: Increase vocalizations with sensory social games Give a huge reinforcer! Imitate child’s actions on objects and vocalizing Develop imitative rounds Make it meaningful Don’t worry about articulation Don’t worry about increasing utterance length

What are your biggest challenges with imitation at home? Question: What are your biggest challenges with imitation at home?

Turn-taking in Communication Turn-taking helps children learn the rules of conversation Can be verbal or through play The basis of communication

Where is your child having the hardest time? Paying attention to the other person Starting conversations Responding when other people start conversations Taking a turn at the right time Giving the other person a chance to take a turn Continuing taking turns, staying on topic Considering the other person’s words, body language and point of view Clarifying or “saying it another way” when your listener doesn’t understand Asking the other person for clarification Changing the topic Ending the conversation appropriately

How can you help? Give them a cue! Explicit: take either all or part of your child’s turn. Physical help Verbal help: “Say…” “Tell me…” Partial models: you say the first part and wait for your child to complete Natural Cues: give them a hint Slow down, pause, look expectantly Visual cues (facial expressions, pictures)

? Ask a Question You may need to ask and answer your own question! Choice questions: narrow the options (use visual support) Yes/No questions: harder to answer, teach “no” before “yes” (they need to know how to refuse) Give them something they don’t want ?

? Ask a Question “Wh-?’s”: What, Who, Where, When, How, Why? What is easiest Who and Where are harder How and Why are hardest Do you know why??? ?

How do I teach them to answer? What: hold it up, point to it, look at it together Who, Where, When: Weave them into conversation, be creatively stupid How, Why: Turn it into a “yes”/”no” question. “You are crying. Are you sad? Are you mad?” Don’t make them too difficult. If they are repeating you then simplify.

Direct Instruction of Social Skills PRAISE them when they try!!! Practice with role-plays Tell them why it’s important Prepare your child

Give Them Hints verbal physical non-verbal Non-verbal: slow down, lean towards, pause, look expectantly Keeping on track: “One more thing about… then we need to talk about …” Verbal: if they understand, if they don’t then do:

How to work on turn-taking with your child Share your thoughts, ideas, likes/dislikes Gives your child new ideas Make a comment and wait, “Mommy cut her hair” Make a comment and ask a question, “I like vanilla ice cream. What do you like?” Turn-taking in play leads to conversation

Let’s see some examples! Own Agenda Requester Early Communicator Partner

People Games and Sensorimotor Play The best way to make a connection with your child. Imitation and Turn-taking is built in! Turn-taking is easy! There is structure They are predictable There is repetition They have sensations that are fun! They are motivational!

R.O.C.K. People Games! R Repeat what you say and do Offer opportunities for your child to take his turn Cue your child to take his turn Keep it fun! Keep it going! O C K

R R R.O.C.K. People Games! Repeat what you say and do When you start the game When you play the game When you end the game Repeat the game often and with different people ALWAYS start and end the game the same way. Your child will learn the script! R

R.O.C.K. People Games! O Offer opportunities for your child to take his turn Plan when you will offer your child a turn (once they know the script PAUSE at the same time) Plan what turns your child can take (eye contact, sound, request) Offer new opportunities as your child progresses O

C C R.O.C.K. People Games! Cue your child to take his turn Give explicit cues when your child doesn’t know how to take his turn. (models and physical help) Give natural cues once your child is familiar with the game. (lean forward, look expectantly) C

K K R.O.C.K. People Games! Keep it fun! Keep it going! Be lively and animated! Make the interaction last as long as possible! K

Ideas for People Games! If your child likes movement: Running games (chase) Up-and-down-games Swinging games Jumping games (pillow mountain) Rocking games If your child likes feeling pressure on their body: Hiding games (pillows and heavy blankets) Squeeze games (hugs) Touch games (tickles) Hand-holding games (hand squeezes, high fives Horsey Ride More ideas???

Let’s see some examples! Own Agenda Requester Early Communicator Partner Ideas… page 161-187

Share your favorite “People Game”!

R.O.C.K.ing Music! R Repeat what you sing and do when you start, sing and end the song! Offer opportunities for your child to take a turn (Echo you, pause, forget the words) Cue your child to take their turn. Keep it fun and keep it going. Add words, make up movements, INDIVIDUALIZE to what your child likes. O C K

Singing Strategies! Sing LESS: the younger your child, the shorter the song. Stress: Make the key words you want your child to focus on louder and longer. Show: Use actions and pictures to highlight the words. “Wheels on the bus” Adapt songs to your child’s stage of communication. (pg 305-328) Listen to music (dance party), use instruments, sing it instead of saying it, play musical games

Share your favorite song!

Wrap Up Questions? This week covered chapters 4, 5 and 9 in “More Than Words” and Chapter 7 in “ESDM”. Next week, share your favorite activity to do with your child. Email me a question charlene@soi4kids.org