Social and Communication Interventions April 10, 2013

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

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. Augmentative and Alternative Communication • 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!

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