1. Social and Communication Interventions April 10, 2013

2. Rules Respect the speaker (limit sidebar conversations) Participate What is said here, stays here What is learned here, leaves here The chime will be our attention signal.

3. Learning Goal Teachers will understand how identifying a child’s strengths and needs in social and communication skills will help them target goals for intervention and select appropriate activities to build those skills.

4. Scale 4I know how to use the assessment to pinpoint specific social and communication goals AND how to use it to identify activities that build the skills the children are lacking. 3I know how to use the assessment to pinpoint specific social and communication goals. 2I have heard of the assessment but do not know how to use it to pinpoint specific social and communication goals. 1I have never heard of the Assessment of Social and Communication Skills for Children with Autism.

6. Chapter 1 Discusses developmental characteristics of Autism including the typical profile of a child with ASD and what sets it apart from other disabilities. Cognitive Traits p. 3 Core Skills -nonverbal interaction and imitation skills p. 7 Social Play p.11 Rituals (stereotypic behaviors) p. 19

7. Chapter 2 Presents the “child’s perspective”- to understand ASD, you first have to understand how children with ASD think and learn. Illustrates some learning, social and communication experiences of children with Autism. Selective attending Learning Styles Echolalia p. 33 Driven to sameness p.35

8. Chapter 3 Presents the actual tool developed by the author to assess social and communication skills. Common Assessments starts p. 40 Typical Developmental Milestones p. 43-44 Communication Temptations p.49 Actual assessment instrument p. 53 Glossary of terms p. 71

9. Chapter 4 Designing appropriate interventions using what you know about how children with ASD learn best AND using what you learned about your child after completing the assessment. DO WATCH LISTEN SAY model p. 83 Play starts p. 86 Selecting Means of Communication p. 99 Good explanation of Ritualistic Behavior p.107 Sample goals and behavioral objectives p. 109

10. DO WATCH LISTEN SAY-TYPICAL

11. DO WATCH LISTEN SAY-ASD

12. Chapter 5 Discusses and concludes that a flexible, combined intervention approach is best (behavioral and developmental). Presents “social bridges” that must be addressed in designing an intervention. Organizational Supports starts p. 123 Social Supports starts p. 140 Visually Cued Instruction starts p.153 Augmentative and Alternative Communication starts p. 162 Examples of Graphic Displays p.181

13. Help child attend to communicative interactions Clarifies meaning of spoken language Expands the range of communicative functions Provides a retrieval cue about what to say Decreases reliance on verbal prompts Increases spontaneity NOT just for nonverbal children! Augmentative and Alternative Communication

14. Chapter 6, 7, 8 Chapter 6: CORE SKILLS Non-verbal Social Interaction, Imitation, Organization Chapter 7: SOCIAL SKILLS CURRICULUM Play skills, Group Skills, Social Skills Play Interest Survey p. 297 Social Play Task Analysis p. 301 Chapter 8: COMMUNICATION SKILLS CURRICULUM Basic Communicative Functions, Socioemotional Skills, Basic Conversation skills

15. Do Watch Listen Say and BCCT

16. Assessment and BCCT Both refer to scaffolding – Discusses how repetitive acts can be scaffolded into elaborate play routines Closed-ended play = Structured play Open-ended play = Fluid/Messy Play

17. Play Play is the fabric of childhood. It is a learning process, a social process, and an emotional process. (Piaget, 1962; Vygotsky, 1964)

18. Assessment of Social and Communication Skills for Children with Autism Purpose Develop a detailed profile of a child’s specific social and communicative behavior Determine how a child functions in his natural environment Organize goals and objectives Monitor a child’s progress