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Presented by Phillip Tse

Facilitating play dates for children with autism and typically developing peers in natural settings. Presented by Phillip Tse. Definition of a play-date. The children should be physically near each other (proximity).

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Presented by Phillip Tse

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  1. Facilitating play dates for children with autism and typically developing peers in natural settings Presented by Phillip Tse

  2. Definition of a play-date • The children should be physically near each other (proximity). • The children should be interacting back and forth with each other (reciprocity). • The children participate and have a role in the activity. • Children are having fun.

  3. Things to consider… • The initial play dates should be brief but most importantly ending on a positive note. • To lengthen the play date, children can interact with each other in the car together. • Adults (including family members) can act as a facilitator providing prompts until the child and peer become familiar with each other and the activity.

  4. Step 1: pick a playmate • Consider the following…

  5. If the other parent declines • The peers’ parents may be unfamiliar with the child with autism or parents. • Their child may be busy with extracurricular activities. • Look for opportunities to get to know each other first: • Arranging carpools • Volunteering for classroom or school events • Chatting before or after school • Inviting the parents to participate in the play date. • Participating in after school activities.

  6. Step 2: Planning an activity To maintain the group’s attention, interest, and enthusiasm, activities should be: • Structured • Planned ahead of time • Mutually reinforcing • Brief (about 30 minutes) • Organized with cooperative arrangements

  7. Activity examples • Making ice cream sundaes • Decorating cookies • Art projects • Playing organized games (board games) • Bowling • Swimming parties • Participating in holiday events (carving pumpkins, Christmas caroling, etc)

  8. Avoid Down Time (Wait time) • Playing a simple game (e.g. hangman, a board game, etc…) • Participate in something related to the current activity (e.g. If the play date was baking cookies, children can wash the mixing bowls or prepare the decorations while they have down time) • Teach skills that can be used through priming and self-management. • Provide a back-up activity, in case if there are unexpected delays.

  9. Step 3: Priming the child Provide the child to be accustomed to the activity or social conversation before the play date. Priming can include: • Live modeling • Video modeling • Social stories • Visual support • Verbal cues • Task analysis (step by step)

  10. Step 4: Promoting interaction • Mutually reinforcing events (rewarding and enjoyable for both children) • Cooperative arrangements (each person brings or is in charge of an important component of the activity; cooperative arrangement can also include each child “jig-sawing” the activity. )

  11. Modifying fun activities to incorporate opportunities for cooperative arrangements (Adapted from Werner, G. A.. Vismara, L. A, Koegel, R., L., & Koegel, L., K. (2006) Play dates, social interactions, and friendships.

  12. Step 5: Review the play date Ask yourself… • Did the play date end at the right time while both children were still interacting with each other instead of participating in isolated activities? • Did the activity provide enough opportunities for interaction to occur between the child and peer? • Was the play date a positive, enjoyable experience for the children? • Was the play date a positive experience for the adult facilitator? • Modify the next play date accordingly.

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