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Social and Communication Interventions April 10, 2013. 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. Learning Goal.
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Social and Communication Interventions April 10, 2013
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.
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.
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
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
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
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
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
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!
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
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
Play Play is the fabric of childhood. It is a learning process, a social process, and an emotional process. (Piaget, 1962; Vygotsky, 1964)
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