Play with Me! Valerie Read, M.Ed. Gina Easterly, Ph.D., CCC-SLP

Evidence-based practices for teaching young children with ASD? Behavioral Intervention – Prompting – Reinforcement – Task analysis and chaining – Time Delay – Discrete trial training – Naturalistic Interventions – Parent implemented intervention – PECS – Pivotal Response Training Positive Behavior Support – Functional Behavior Assessment – Stimulus control – Response interruption and redirection – Functional Communication Training – Extinction – DRO/DRA/DRI – Structured work systems – Visual supports Boyd, B., Odom, S., Humphreys, B., & Sam, A., 2010

Naturalistic Intervention (NI) Engagement Techniques Environmental Arrangement Behavioral Strategies –M–Modeling –M–Mand-modeling –T–Time delay –I–Incidental teaching NPDC-ASD, 2009

Why use Naturalistic Interventions? Used for teaching social- communication skills Ideal for natural environments and daily routines Naturally reinforcing Effectively increases learning time

Engagement: Why is it important? Engagement is one of the best predictors of positive outcomes for children with ASD. Iovannone, Dunlap, Huber, & Kincaid, 2003 NRC, 2001 More is better than less... Woods & Wetherby, 2003; NRC, 2001

What does engagement look like for children?

Children learn best when they are engaged and interacting with a communication partner. – Play helps engagement and interaction Children are more likely to be engaged and learn language while doing activities they enjoy. When the adult plays with the child at his or her level, the adult optimizes the opportunity for communication to occur. Why Play? Kaiser, A., Roberts, M., Wright, C., 2010; KidTalk

Engagement Strategies Follow the child’s lead Sit near the child at her eye level Avoid directions and questions Respond to all communication Expand and Reinforce

Engagement & Environment: Can’t have one without the other!

Environmental Arrangement Why is Environment Important? – Can affect engagement – Can affect communication – Can affect independence – Can affect initiation – Can affect generalization – Can affect other (challenging) behaviors McWilliam & Casey, 2008; Sterling-Turner & Jordan, 2007; Iovannonne, Dunlap, Huber, & Kincaid, 2003; Woods & Wetherby, 2003

Environmental Arrangement Offer motivating materials & activities Manage materials Offer nonverbal choices Sabotage Violate expectations

All children are communicating! -How? -Why? Notice and Respond Prelinguistic Point Show Give Vocalizations Reach Lifts arms up Shakes head Linguistic Signs Pictures Symbols Words Requesting Commenting Refusing Protesting

Communication is important to you Reinforce the child for communicating The more the child communicates, the more practice they receive and the easier communication becomes! Why Notice and Respond?

Let’s Watch Video!

Engagement: -Follow the child’s lead -Sit near the child at her eye level -Avoid directions and questions -Respond to all communication -Expand and Reinforce Environmental Arrangement: -Offer motivating materials & activities -Manage materials – ‘keeper of the goods’ -Offer nonverbal choices -Sabotage -Violate expectations

Let’s Watch Video!

Engagement: -Follow the child’s lead -Sit near the child at her eye level -Avoid directions and questions -Respond to all communication -Expand and Reinforce Environmental Arrangement: -Offer motivating materials & activities -Manage materials – ‘keeper of the goods’ -Offer nonverbal choices -Sabotage -Violate expectations

Let’s Watch Video!

Engagement: -Follow the child’s lead -Sit near the child at her eye level -Avoid directions and questions -Respond to all communication -Expand and Reinforce Environmental Arrangement: -Offer motivating materials & activities -Manage materials – ‘keeper of the goods’ -Offer nonverbal choices -Sabotage -Violate expectations

For families of young children at risk or diagnosed with an ASD: -Connecting caregivers/families and children -Connecting families to the community -Connecting colleagues through teaming The Connect Model

References Franzone, E. (2009). Naturalistic intervention: Steps for implementation. Madison, WI: NPDC-ASD, Waisman Center, University of Wisconsin. listic_Steps.pdf listic_Steps.pdf Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilitites, 18(3), Kaiser, A., Roberts, M., Wright, C. (2010). KidTalk: Adapting Enhanced Milieu Teaching for Children with ASD; Council for Exceptional Children Conference McWilliam, R.A. & Casey, A.M. (2007). Engagement of every child in the preschool classroom. Baltimore, Maryland: Brookes Publishing Co Woods, J., & Wetherby, A. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34,