Kelly McKinnon & Associates, Inc. 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.

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) Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Plays ball with adults Uses one object to represent many objects Has plan when using building items Imitates interactions and shows interest with other children Emerging Associative Play Kelly McKinnon & Associates, Inc.

Independent Play~ Neurotypical child Neurotypical children often begin playing by playing alone Play involves children manipulating toys on their own Play is exploratory, yet purposeful-functional- emerges into shared play with peers Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Play Skills: Play can be simple, or very intricate Common play steps- follow the milestones: Basic play with closed ended toys (stacking cups) Open ended purposeful play (block building) Imitative play Symbolic/Pretend play Dramatic play Kelly McKinnon & Associates, Inc.

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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Teaching Methods Use visual Prompt transition verbally and/or physically Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Next Steps Incorporate peers Referencing Join into existing play with peers Continue to increase sustainability Expand pretend play repertoire Kelly McKinnon & Associates, Inc.

Station #1 Play 1:1 Teaching Station #2 Independent Play Station # 3 Play with peer, adult supported Station #4 Play with peer, no adult Station #5 Play with more then 1 peer Puzzles Shape Sorters Blocks & Trains Dinosaurs

Programming considerations 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Goals Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Video Modeling Effectiveness:   "Results from the video modeling meta-analysis indicate that both video modeling and VSM (Video Self-Modeling) 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.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Goal areas: Kelly McKinnon & Associates, Inc.

Teaching Method Phase One In the classroom Direct Instruction Whiteboard Instructor writes and explicitly teaches goals for lunchtime conversation. Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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. Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Phase Three Group Discussion Checking off goals on checklist followed and constructive feedback on what to work on. Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Phase Four In the lunch area Group discussion Whiteboard and Pink “Lunchtime Goals” checklist. Instructor asks for student participation to list rules on board. Kelly McKinnon & Associates, Inc.

Self-Monitoring & Reinforcement Systems 1. Whiteboard Visual Reminder 2. “Lunchtime Goals” Checklist 3. Individual Goals 4. School wide points system Kelly McKinnon & Associates, Inc.

Self-Monitoring & Reinforcement Systems 1. Whiteboard Visual Reminder 2. “Lunchtime Goals” Checklist 3. Individual Goals 4. School wide points system Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Video Modeling Effectiveness:   "Results from the video modeling meta-analysis indicate that both video modeling and VSM(Video Self-Modeling) 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.

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. Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. Phase Six Wrap-up and priming Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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 Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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~ Kelly McKinnon & Associates, Inc.

Kelly McKinnon & Associates, Inc. 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! Kelly McKinnon & Associates, Inc.

Available at Special Needs Bookstore