1. Kelly McKinnon & Associates, Inc.
Using Neurotypical Peers to Determine Social Skills Goals to children with ASD
Kelly McKinnon, MA, BCBA
Kelly McKinnon & Associates, Inc.
Kelly McKinnon & Associates, Inc.

2. Module 1: Joint attention
DSM IV: Qualitative Social Impairment
Impairment with nonverbal behaviors: eye gaze, facial expression, body posture, gestures
Joint attention is considered by many researchers to be pivotal to deficits in language, play and social development (in the autism population), (Mundy, 1995)
Researchers have noted the importance of joint attention deficits in the development of children with autism (Kasari C., 2004, Whalen, C., Schreibman, L., 2003
Mundy (1995) theorized that joint attention deficits in children with ASD by distort systems that motivate children to attend & engage in their social world
All babies use eye contact to inspect; Pauline Filipeck, 2008
Kelly McKinnon & Associates, Inc.

3. Kelly McKinnon & Associates, Inc.
Neurotypical development Module 1: Level 1: Referencing/joint attention
7-12 months
12-18 months
18-24 months
24-36 months
4 years old
5 years old
Attends to music or signing
Imitates other children
Watches the face of others for clues to their emotions or feelings
Points to up to four items in pictures
Interested in new experiences
Likes to sing, dance, act, performing before others
Maintains attention to speaker
Shows toys or actions to others
Watches others children in play and may join in
Participates in simple group activities, such as singing clapping or dancing
Can sit and participate in small group activities
Looks at person saying child’s name
Looks when parents are looking
Points to events or toys of interest
Sits for stories up to 20 minutes
Looks at familiar
objects and people when named
Smiles when others are smiling; may cry when other babies cry
Looks between events and people to share interest
Gains attention with gestures, or declarations, “Look”
Points to objects to indicate awareness
Imitates interactions shows interest with other children
References others to check if mood or emotion; should continue activity
Performs for attention
Extends arm to show object
Kelly McKinnon & Associates, Inc.

4. Module 1: Joint Attention/Imitation
Kelly McKinnon & Associates, Inc.

5. Neurotypical data points joint attention & referencing
Video of: 4 year old boy & 3 year old girl playing:
Data for 4 year old boy:
Looked when he spoke: 100%
Looked when listening to peer: 57%
Held up object to showed: 3 times, in 3 min.
Referenced adult in room: 4 times in 3 min
Looked to watch: 2 times in 3 min
Looked when called: 100% (1/1)
Imitated actions in play: 0
Called peers name in conversation: 2 times
Kelly McKinnon & Associates, Inc.

6. Neurotypical data points joint attention & referencing
Data for 3 year old girl:
Looked when he spoke: 100%
Looked when listening to peer: 67%
Held up object to showed: 2 times, in 3 min.
Referenced adult in room: 4 in 3 min
Looked to watch: 5 times
Looked when called: 100% (2/2)
Imitated actions in play: 1
Called peers name in conversation: 1 time
Kelly McKinnon & Associates, Inc.

7. Kelly McKinnon & Associates, Inc.
Skill Boy-4 Boy-4 Girl-6 Girl-6
Look to watch
Show others
Imitate
Look-talking 60% 63% 90% 100%
Look-answer 100% 40% 100% 80%
Kelly McKinnon & Associates, Inc.

8. Kelly McKinnon & Associates, Inc.
Listening to a story
Listening to a story on the floor
Partial Interval sample data collection
Criteria: Reference story at least every 30 seconds
3 year old: Reference 100%; Duration Ave: 1 min.
4 year old: Reference 100%, Duration Ave: 1.37 min.
5.5 year old: Reference 100%, Duration Ave: 2.5 min.
Kelly McKinnon & Associates, Inc.

9. Kelly McKinnon & Associates, Inc.
Listening to story
Montessori classroom Kindergarten, 1st and 2nd
5 minute sample; 2 girls, 3 boys
Partial Interval sample data collection
Criteria: Reference story at least every 30 seconds
Girls: 100% (looked once per 30 seconds for 5 minutes)
Fatigue? No> 100% after 7 minutes
Boys: 2 boys, 100% criteria, 1 boy, 80% (looked 1x per 5)
Fatigue?>Not really, boy at 80%, stayed there
Other two boys at 92%
Kelly McKinnon & Associates, Inc.

10. Additional referencing skills
Using a point to choose:
25%, 100%, 100% Ave of 3: 75% of time
Referencing for approval/Information:
100%, Responding to Yes/No: 100%
Hearing a noise: Knock on door
Look to noise: all three looked both times
Comment to noise: 1 of 3 boys comment “What’s that”
Comment on person entering room (purpose of knock) 2 of 3 boys commented
Need larger sample!
Kelly McKinnon & Associates, Inc.

11. Looking for a reason & imitating
Stopping and starting to music
(Criteria: stopping in 1-2 seconds)
3 year old boy: 60%
4 year old boys (2): 100%
Stopping and starting, based on Yes/No head nods
3 year old boy 80% (possibly momentum from previous experience
4 year old boy (2) 100%
Imitation of others’ “different” behavior
3 year old boy: looked at peers: 2 times, copied change 2 times (100%)
4 year old boy: looked at peers 4 times, copied change 3 times (75%)
4 year old boy: looked at peers 2 times, coped 1 time * Leader*
Kelly McKinnon & Associates, Inc.

12. Programming considerations
Teach social referencing: looking, to see if others are listening, if you are doing something correctly
Teach imitation of peers: watch peers, copy peers; especially if you don’t know what to do
Teach joint attention: show others items you have! Look when you talk!
Teach sitting quietly in a group: a school must!
Use data provided as your criteria aims for mastery
Kelly McKinnon & Associates, Inc.

13. Kelly McKinnon & Associates, Inc.
Sample Goals:
Kelly will orient toward others when speaking, at least 1 time per statement, checking if listener was listening and heard his statement.
Kelly will follow others points toward an object (at a distance of a minimum of 25 feet), reference back to pointer for approval, obtain the item and/or comment on the object, completing 3-4 steps of the sequence, independently
Kelly will orient to a speaker when listening both in a group and 1:1, orienting and glancing at least 1 time every seconds, (to watch in anticipation of and action or a movement), for a duration of 5 minutes
Kelly McKinnon & Associates, Inc.

14. Kelly McKinnon & Associates, Inc.
Module 3: Play skills
DSM-IV -Autism
Lack of varied, spontaneous, social imitative play, preoccupation with parts of objects
Failure to develop peer relationships at developmental level
Kelly McKinnon & Associates, Inc.

15. Kelly McKinnon & Associates, Inc.
Play Skills
In 2001 the book Educating Children with Autism
ranked social skills and the teaching of developmentally appropriate play, “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, to pursuing obsessive and narrowly focused interests. Without specific guidance, they are less likely to engage in functionally appropriate play with objects” (Wolfberg, 1999)
Kelly McKinnon & Associates, Inc.

16. Kelly McKinnon & Associates, Inc.
Module 3: Level 1: Social Play- Developmental Milestones
Module 3: Level 1: Social Play- Developmental Milestones
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- more cooperative play
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~ performs several steps (such as feeding doll, cover with blanket)
Pretends to perform caregivers routines
Emerging Cooperative play with other children (working together toward common goal)
My visit friends independently
Plays ball with adults
Uses one object to represent many objects
Has plan when building with items- using models
Stories/narration have sequences of actions, no central character or theme
Imitates interactions shows interest with other children
Emerging Associative Play
Organizes doll furniture & use imaginatively
Will build a block tower- up to 9 blocks
Silly in play, may do things wrong on purpose
Likes to dress up and act out characters
Kelly McKinnon & Associates, Inc.

17. Kelly McKinnon & Associates, Inc.
Module 3: Social Play
Play can be simple, or very intricate
Some common play scenarios:
Play with closed ended toys (stacking cups)
Open ended purposeful play (block building)
Independent play
Parallel play
Symbolic/Pretend play
Dramatic play
Basic cooperative play
Team play
Kelly McKinnon & Associates, Inc.

18. Kelly McKinnon & Associates, Inc.

19. Neurotypical data points
Independent play:
Children play alone, short or long periods of time, and using a variety of toys! They explore & access toys INDEPENDENTLY, playing FUNCTIONALLY
Boy, age 2: played trains, 4 min. before looking bored & referencing adult; built, used trains, built some more; quiet, references to adult often, then plays again
Girl, age 2: played kitchen, babies & house together, 13+ minutes; some play narration, reference to adult when name called
Kelly McKinnon & Associates, Inc.

20. Kelly McKinnon & Associates, Inc.
Independent play
Boy age 4: Picks a theme (power rangers), moves around, incorporating many toys into play; narrates play, shifts play, nearly constantly; durations
Boy age 6: Narrates play, explores objects, then finds one, has a plan when you ask, duration up to 20 minutes at a time!
Kelly McKinnon & Associates, Inc.

21. Kelly McKinnon & Associates, Inc.
Associative Play
Associative play~ involves sharing same play materials, showing others own activities, commenting; both engage entire duration allotted (5 minutes)
Boy, age 4 (in yellow)
Look/watch other boy: 7 times
Imitated peers actions: 4 times
Make sounds/actions: 3 times
Shows others~ gains attention of others
“I...” or shows object : 3 times
Narrates play (note directed at anyone in particular): 3 times
Coordinates idea (“Lets....”): 2 times
Kelly McKinnon & Associates, Inc.

22. Kelly McKinnon & Associates, Inc.
Boy, age 4 (in red)
Look/watch other boy: 3 times (more of a leader)
Imitated peers actions: 2 times
Make sounds/actions: 3 times
Shows others~ gains attention of others
(“I...” or shows object): 3 times
Narrates play (note directed at anyone in particular): 4 times
Coordinates idea (“Lets....”: 3 times
Kelly McKinnon & Associates, Inc.

23. Kelly McKinnon & Associates, Inc.
Play data points
Boy, age 6
Look/watch other boy:
Imitated peers actions:
Make sounds/actions: 3 times
Shows others~ gains attention of others
(“I...” or shows object): 3 times
Narrates play (note directed at anyone in particular): 4 times
Coordinates idea (“Lets....”: 3 times
Kelly McKinnon & Associates, Inc.

24. Kelly McKinnon & Associates, Inc.
More data points
Boy, age 6
Look/watch other boy: 3 times (more of a leader)
Imitated peers actions: 2 times
Make sounds/actions: 3 times
Shows others~ gains attention of others
(“I...” or shows object): 3 times
Narrates play (note directed at anyone in particular): 4 times
Coordinates idea (“Lets....”: 3 times)
Kelly McKinnon & Associates, Inc.

25. 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.

26. Kelly McKinnon & Associates, Inc.
Sample Goals
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
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, sustaining play for at least 10 minutes
Kelly McKinnon & Associates, Inc.

27. Kelly McKinnon & Associates, Inc.
Sample Goals
Kelly will demonstrate emerging parallel play skills by playing in the same area and sharing play materials with a peer, for at least 5 minutes, or until the activity is over
Kelly will expand dramatic/pretend play skills with peers, by initiating at least 5 new pretend play ideas, and observe and imitate at least 3 play actions, in a 10 minute play period
Kelly will join into play of others, sustaining and participating in the activity at least 10 minutes, or until activity is over.
Kelly McKinnon & Associates, Inc.

28. Social Language & Communication
DSM-IV –Autism
Qualitative Impairment in Communication
Delay or lack of spoken language
Delay in ability to initiate or sustain conversations
Stereotyped and repetitive use of language
Children with autism exhibit a range of problems associated with communication and language (Schopler & Mesibov, 1985).
Kelly McKinnon & Associates, Inc.

29. Kelly McKinnon & Associates, Inc.
Module 5: Level 1: Social Language (see speech chart for complete speech & language information)
7-12 months
12-18 months
18-24 months**
24-36 months
4 years old
5 years old
Vocalizes during games
Responds to other children’s vocalizations
Uses words to interact with others
Uses 3-word phrases frequently
Uses attention getting words, “Look”, “Hey”
Speaks in five to six words
Speaks in sentences of more then 5 words
Sings along familiar songs
Uses words to protest
Understands meaning of action words- answers to “What doing?”
Uses action words consistently- uses “is” & contractions (he is running, he’s running)
Follows three-part commands
Uses future tense, irregular tense
Uses one-two words spontaneously
Shakes head No
Uses two-three word phrases spontaneously
Talks more in play with children
Recalls parts of a story
Tells longer stories
Uses a word/sound to call out to someone
Asks to have needs met
Uses 50 different words
Follows 3-step unrelated commands
Tells beginning stories
Responds verbally to friends favorably
Imitates three animal sounds
Understands commands to sit down, come here
Identifies parts of an object and function of objects
Mastered some grammar
Sings independently
Identifies body parts and clothing items
Responds to questions- “Who, What, Where” (in, on, under)
Correctly tells two events in order of sequence
Responds to give me commands
Chooses five familiar objects on request
Answers Yes/No questions correctly
Fills in the blank/intraverbals
Asks what’s that
Follows a two-step related command
Establishes likes and dislikes
Uses fillers to acknowledge others
Identifies objects by categories
Takes turns during conversations
Engages in conversations from past ideas, own items
Uses language for fantasy, jokes
Kelly McKinnon & Associates, Inc.

30. Social Language & Communication
Mark Sundberg, CALABA 2006
“Children with ASD often present extensive tacting repertoires & receptive repertoires >absent or low rates of mand & intraverbal repertoires”
Creates a scenario of language solely under SD’s
These are the children that have hundreds of words, only when prompted!
Kelly McKinnon & Associates, Inc.

31. What we need to teach Module 5: Social Language
Kelly McKinnon & Associates, Inc.

32. Types of social language
Most social language of young children involves:
Showing others what you have to gain attention
“Look”, “Watch this”
Sharing information
“I have”, “I like”, “I went”
Making contingent statements
“Me too”, “I have that too”
Asking questions
“Where did you get that”
Kelly McKinnon & Associates, Inc.

33. Neurotypical data points
Boy age 4
Makes sounds & actions 7 times (in 5 min)
Shows others items: 4 times (in 5 min.)
Shares information or idea: 6 times (in 5 min.)
Asked questions: 2
Narrates own play (no intended listener) 4 times
Kelly McKinnon & Associates, Inc.

34. Kelly McKinnon & Associates, Inc.
Boy age 4
Makes sounds & actions 3 times (in 5 min)
Shows others items: 3 times (in 5 min.)
Shares information or idea: 3 times (in 5 min.)
Asked questions: 1
Narrates own play (no intended listener) 4 times
Kelly McKinnon & Associates, Inc.

35. Kindergarten Lunch data:
3 boys, 3 girls at lunch table (5 minute sample)
Ave. comments by boys: 7
Ave. comments by girls: 8
Types of comments:
“Can I have that?” (6 times) “I have M&M’s”
“I have a fruit roll up” “I love those”
“I have two chips” “Look at this. Everyone wants this”
Kelly McKinnon & Associates, Inc.

36. Neurotypical data points
Children eating, don’t talk that much!
“Lunch bunches” or “snack & talks” should not be primary social skill teaching
Children ages all knew at least 1 thing:
-favorite foods
-new toy items
-things they like & don’t like
-places they like to go
Kelly McKinnon & Associates, Inc.

37. Neurotypical data points
Children rely on similar constructs to talk
They talk about what they are doing
They show each other what they are doing
They make statements about what they have, what they are doing
They comment back when others make these statements
They ask some questions to gain information, however this is not the pre-dominant method of conversation
Kelly McKinnon & Associates, Inc.

38. Language Programming considerations
Teach showing others, and calling for attention
Teach sounds paired with actions
Teach talking about your play actions or idea
Teach narration of play> so others will know what you are doing!
Teach knowing information> what child likes, toys they have, places they have been
Use data provided as your criteria aims for mastery
Kelly McKinnon & Associates, Inc.

39. Kelly McKinnon & Associates, Inc.
Sample Goals
Kelly will comment to others/mand for attention about her play activities (“Look, I build a robot” or “Watch me”!) at least five times in a five minute play period
Kelly will make basic contingent statements, when peers make statements, (such as, “I like, I have too”) at least 70% of instances, in a 5 minute activity
Kelly will approach others with an opening starter statement (“I statement”) or with a related question, to appropriately engage a peer in conversation (vs. blurting out a statement or making and inappropriate statement) 80% of opportunities.
Kelly McKinnon & Associates, Inc.

40. Kelly McKinnon & Associates, Inc.
Thank you
Social Skills Solutions, A hands on manual for teaching children with autism; Kelly McKinnon,
Sources: for developmental milestones:
Hawaii Early Learning Profile Checklist, 1984, The Rosetti Infant-Toddler Language Scale, ages Brith-3 (1990), The Developmental Assessment of Young Children: Adaptive Behavior, Communication, Social-Emotional and Cognitive sub-tests, Inventory of Early Development II (2004) and Developmental Profile (1984) and Speech & Language Development chart, Addy Gard, Leslea Gilman, Jim Gorman, Desired Results Developmental Profile, California Dept. of Education; Theory of Mind Development Chart, DeCurtis, Schryver-Stahly & Ferrer, CSHA Magazine, Fall 2003;
Kelly McKinnon & Associates, Inc.