today’s session outcomes participants will be challenged to think critically about how we are...
TRANSCRIPT
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Today’s Session Outcomes
Participants will be challenged to think critically about how we
are teaching social skills and building connections for young
children with ASD in authentic contexts that promote
generalization and meaningful relationships
Participants will learn of an effective integrated play group
model for promoting positive social behavior and peer
connections for young children with ASD
Participants will learn specific strategies for developing and
implementing this model in their own schools and communities
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What are the social barriers for individuals with ASD?
Appear early and persistent
Social Cognition
Social Skills/behaviors: language and communication and play Social avoidance and withdrawal Anxiety
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The most potent barrier• May result in repeated exclusion by peers
• Cues and Opportunities• Practice • Feedback and Reinforcement
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Let’s Ponder This…
Answers that should be questioned and
Questions that should be continually asked
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Teaching Social Competence
When?
Where?
How?
With whom?
How measure?
What is our end goal?
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SO WHEN and WHERE do we start?
EARLY
What is our end goal?
Foster Social Connections built on Genuine
Acceptance
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What it means to be Socially Connected
• Socially respond AND initiate with others (Successfully)
• Use learned social skills (behavior) across settings-independently (generalize)
• Shared common and shared interests
• Participate in interactive play, cooperative work with another
• Group identity (group/team activities)
• Peer acceptance and relationships with others
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Results of Social Connections
Group identity group/team activities
Companionship
Meaningful and lasting relationships with others
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A unique curriculum that expands upon the Integrated Play Group Model to
directly target increased awareness and acceptance of differences, successful use of positive social behavior (including play
and communication skills), and the fostering of relationships and friendships
How?PALS
(Positive Acceptance Leadership and Support)
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The development of PALS
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Intervention Model The Integrated Play Group Model by
Pamela Wolfberg Ages 3-11 Vygotsky Play guides (facilitators) Expert and Novice players No direct training of expert players “peers” Field Manual
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Dissertation-extension of IPG model
Challenge
Peers and children with ASD needed training in specific strategies that were individualized to improve social and communication of novice players
Need play themes broken down into concrete sequential actions and roles
Solution
Identified specific strategies for each novice player
Provided direct instruction for expert players on the strategies
Utilized Joint Action Routines
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Original Research on Model Research Questions:
Does the use of IJAPRs in an integrated group improve the social and cognitive play skills of young children with ASD?
What impact does pre-training for children with ASD have on their ability to maintain newly learned skills without adult guidance?
Research funded by Office of Special Education Grant Award
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Original Research on Model
Multiple Probe Design (3 children with ASD, 2 peers per group) 2 first graders and 1 KG with ASD
Met three times/week for 1 hour in classroom
Phases: Pre-training Baseline I: measure play and social cognitive variables (DV) prior to
intervention Intervention Phase: measure DV and use of adult guidance Maintenance Phase: measurement of DV withdraw of adult guidance
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Assessment/MeasurementSymbolic Dimension of Play
Not Engaged
Manipulation-Sensory
Functional
Symbolic-Pretend
Social Dimension of Play
Isolate
Orientation-Onlooker
Parallel-Proximity
Common Focus
Common GoalAdditional Measurements:•Spontaneous Initiations from children with ASD•Social Validity•Fidelity of Implementation•Inter-observer agreement
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PAW PALS-community group
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What changed for PAW PALS Need
Community Teaching skills, but not discretely in an X number of
sessions-focused on more of an evolution of positive social behavior that leads to meaningful relationships
Heavy emphasis on peer development, appreciation and acceptance of differences
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PAW Pals-Phase I Summer group
Skill introduction- Play Clues
Use of Play Guides Play focused
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PAW Pal Phase I Goals Group goals:
Create a group identity Teach specific strategies for successful interactions
with friends in play and social activities Foster meaningful relationships among all children in
group
Individual goals for novice player: To learn additional skills to interact and play with peers
increasing initiations and response Increasing functional and thematic play actions
To increase comfort level and participation in social interactions (decrease anxiety)
To enjoy play with peers seek out play with peers
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PAW Pal Play Group Format
• Four “primary” expert players – Neighborhood– School-inclusive setting– Ages 3-6– Peer Characteristics:
• Kind, shown interest, nurturing, responsive, good player (creative), social
• 1 novice player
• 1 adult facilitator (SLP grad student)
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PAW Pal Play Group Format
• Setting– Small play room in house and outside in neighborhood
• Frequency—direct instruction– Twice a week for 1.5 hrs for 18 weeks (summer)
• Assessment– Observation– Parent report– Peer interviews– Parent interviews
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PAW Pal Schedule• Daily Routine Schedule:
• 9:30-9:40 Arrival and sensorimotor play
• 9:40-9:55 Greeting and Opening Circle– 9:40-9:45 Greeting, Schedule for day, and Review– 9:45-9:55 Introduce Play Clue and practice
• 9:55-10:05 Snack
• 10:05-10:15 Read Play Guide
• 10:15-10:45 Play time (can extend to 30 minutes, as needed)
• 10:45-11:00 Review and Rewards
• *Cooperative group activity built into schedule during strategy time on Thursdays
Tuesdays, thematic play-Play guide
Thursdays, Activity based play and Show and Share
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PALS Strategies & Supports
What We Know
Social communication skills
Generalization
Motivation
Play
Need for direct instruction in how to interact with child with ASD (PMI)
Build Connections
Increased Acceptance and Appreciation of Differences
Strategies
Direct Instruction, model, guided practices
Facilitated in authentic and motivating play environments
Individualized (iTool)
Use of Play Guides
Direct Instruction
Shared and motivating experiences
Acceptance and positive leadership activities
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Additional Strategies and Supports
• Use of written schedule
• Use of visual picture supports
• Use of role cards
• Parent involvement and priorities
• Show and Share– Questions
• Table Topics at Snack (prime)
• Red Star Reward System
=
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Acceptance and Appreciation
Sari the Starfish
The Tale of Larry Sotter
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PAW Pal Play Clues How to be a PAW Pal Player
Get attention Invite friends to play Show to friends Share Ask for a turn Give a play idea Give a compliment
Based on Phil Strain’s LEAP Program Social Skills Curriculum
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Individual Joint Action Play Routines (IJAPR)- “iTool”
Highly individualized
Based on novice players reported interests and preferred activities
1. Collected interests and activities
2. Developed theme
3. Roles/actions
4. Vocabulary
5. Materials
6. Then developed the Play Guide
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PAW Pals Play Guides• Play guides
– Created based on iTool (identified interests of child with ASD)– Assist with creating definition within a thematic framework-joint
action routines• Roles and actions sequences, but not scripting• Choice and motivation built in
– Assist with generation of play ideas and actions– Create interactive opportunities
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PAW Pal Café
•Reallookautism.com
– Neighborhood Play Group
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Generalization Strategies
Self-monitoring chart
Common language
Play Clues PAW Pals Bands
Parent Participation Input, priorities, feedback, newsletters,
Video footage, self-identification, and discussion
Poko the PAW Pal Mascot
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PAW Pal Play Group Preliminary Findings
• Qualitative– Motivation by ALL players for PAW Pals– Group identity formed– Learned strategies by all players– Increased appreciation of differences by expert players– Improved awareness of one another on both novice and expert
players– Increased independent initiations/invitations to novice player
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PAW Pal Play Group Preliminary Findings
• Qualitative– Increase in spontaneous response to initiations by novice
player– Increased participation in group activities– Emerging increase in initiations of play by novice player– Social connections developed among all players– Relationships fostered and reciprocal friendship emerging
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What it means to be Socially Connected
• Socially respond AND initiate with others (Successfully)
• Use learned social skills (behavior) across settings-independently (generalize)
• Shared common and shared interests
• Participate in interactive play, cooperative work with another
• Group identity (group/team activities)
• Peer acceptance and relationships with others
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PAW Pal Play Group Findings
• Generalization-Socially Connected– Increase in spontaneous bids for novice player
to join in play/activities outside of facilitated group
– Increase in novice player’s comfort level among peers
– Increase in participation in non-facilitated activities, peer play
– Group identity-Common Language• younger kids- “X is not being a PAW Pal Player”
– Community impact
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Peers: How to choose ‘em, how to attract ‘em
• Peer Selection– Social, not “shy”, but could be quiet– Caring/kind, experience/exposure– Nurturing– Good player-high quality play-social play– Good communication skills
• Peer Honors– Recognition– PAW Pals, “Friendship Circle or Club”– Lunch Bunch and/or Peer buddies – Social outings/events
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PAW PALS Today
• Same focus, but
growing with children
• Inclusion of sibling
• 2x/month
• Anxiety, Self-regulation and Mindfulness
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PAW Pals Underlying Goals To foster positive social connections for all
players
To create a “reliable alliance”
To build a community of awareness and support
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PALS Group Positive Acceptance Leadership Support
Foundation grant-2 groups Generalization from PAW PALS 4 peers from, 1 student with ASD Meet weekly for 1.5 hours
Format: greeting/motor activity goal for day Snack Cooperative group activity/play
Rec council, Jan 2013 afterschool program at school
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The Importance of Creating Opportunities for Connections with Peers
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Implementation Ideas School
Facilitated by SLP, social worker, guidance counselor, special educator, school nurse
Universal PALS School program—positive social skills for all, recognition (ala SWPBIS)
15 minutes of lunch, skill and play Before school-breakfast bunch Afterschool program
Community Facilitated by graduate student, overseen by private
SLP, ABA therapist, special educator, etc. Home/day care Community center Church/synagogue
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1-2-3 ACTION1. ONE Idea
2. TWO people who can help you bring this idea to action
3. THREE next steps to make this idea happen!
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Final words… “Do not wait; the time will never
be "just right." Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along”
Napoleon Hill
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References/Further Reading• Dunn Buron, K. & Wolfberg, P.J. (Eds.). (2008) Learners on the autism spectrum: Preparing
highly qualified educators. Shawnee Mission, KS: Autism Asperger Publishing Company.
• Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood Research Quarterly, 13(1), 185-209. doi:10.1016/S0885-2006(99)80032-5
• Holman, K. C. (2004). Sociocommunicative and play skills in young children with autism spectrum disorders. Dissertation Abstracts International Section A, 64, Retrieved from EBSCOhost.
• Lieber, J., Capell, K., Sandall, S. R., Wolfberg, P., Horn, E., & Beckman, P. (1998). Inclusive preschool programs: Teachers' beliefs and practices. Early Childhood Research Quarterly, 13(1), 87-105. doi:10.1016/S0885-2006(99)80027-1
• Neufeld, D., & Wolfberg, P. (2010). From novice to expert: Guiding children on the autism spectrum in integrated play groups. In C. E. Schaefer, C. E. Schaefer (Eds.) , Play therapy for preschool children (pp. 277-299). Washington, DC US: American Psychological Association. doi:10.1037/12060-013
• Schuler, A. L., & Wolfberg, P. J. (2000). Promoting peer play and socialization: The art of scaffolding. In A. M. Wetherby, B. M. Prizant, A. M. Wetherby, B. M. Prizant (Eds.) , Autism spectrum disorders: A transactional developmental perspective (pp. 251-277). Baltimore, MD US: Paul H Brookes Publishing.
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References/Further Reading• Synder-McLean, L. Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint
action routines: A strategy for facilitating communication and language development in the classroom. Seminars in Speech and Language, 5, 213-228.
• Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489. doi:10.1007/BF01046051
• Wolfberg, P. J., Zercher, C., Lieber, J., Capell, K., Matias, S., Hanson, M., & Odom, S. L. (1999). 'Can I play with you?' Peer culture in inclusive preschool programs. Journal of the Association for Persons with Severe Handicaps, 24(2), 69-84. doi:10.2511/rpsd.24.2.69
• Wolfberg, P.J. (2003). Peer play and the autism spectrum: The art of guiding children’s socialization and imagination (Integrated Play Groups Field Manual) Shawnee Mission, KS: Autism Asperger Publishing Company.
• Wolfberg, P. J., & Schuler, A. L. (2006). Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions. In T. Charman, W. Stone, T. Charman, W. Stone (Eds.) , Social & communication development in autism spectrum disorders: Early identification, diagnosis, & intervention (pp. 180-218). New York, NY US: Guilford Press.
• Wolfberg, P.J. (2009). Play and imagination in children with autism (2nd Edition) New York: Teachers College Press, Columbia University.
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Apps for Creating Play Guides, Social skills lessons, and Interactive Stories
• Thinglinkhttp://www.thinglink.com/
• Toontastic
http://launchpadtoys.com/toontastic/
• Mindomo
http://www.mindomo.com/
• Glogster
http://www.glogster.com/
• Photostory
http://microsoft-photo-story.en.softonic.com/
• Foteo
https://itunes.apple.com/us/app/foteo/id419991774
• Storyrobe
https://itunes.apple.com/us/app/storyrobe/id337670615?mt=8
• Storykit
https://itunes.apple.com/us/app/storykit/id329374595?mt=8
• Fotobabble
http://www.fotobabble.com/
• Tellagami
https://tellagami.com/
• Snapseed
https://itunes.apple.com/us/app/snapseed/id439438619
• Overgram
https://itunes.apple.com/us/app/overgram-add-text-captions/id574443485
• Phonto
https://itunes.apple.com/us/app/phonto-text-on-image/id438429273?mt=8