1. Presented by: Charlene Sigman, M.S.Ed.,CCC-SLP
“How to Bring out the Extraordinary in Your Child” for Parents of Children with Social Communication Delays
Section 3: Imitation, Turn-Taking and Games… Oh My!!!
Presented by:
Charlene Sigman, M.S.Ed.,CCC-SLP

2. Last Session OWLing, Challenges from the week
the 4 “I’s” & Levels in ESDM
OWLing,
What didn’t work?
Challenges from the week
What did you notice?
Observations from the week ?
Questions

3. One of the most powerful learning tools
Imitation
One of the most powerful learning tools
“Our brains are wired for imitation in a special way, with brain cells- the mirror neurons- that link actions that we see others make to our won action patterns, just by watching”
(Iacoboni, 2005, 2006)

4. Types of Imitation
Facial imitation: reproduces expressions and helps a child get in tune with others
Gestural imitation: learns the power of communicative gestures to express and understand
Imitation of actions on objects: prepares child to take on adult roles with tasks
Imitation in turn-taking: imitations help share topics and elaborating imitations keeps the play interesting!
Imitation lays down the structure of conversation and pragmatics (social skills)!!!

5. Imitation in Autism Children with Autism are not very imitative.
The lack of imitation drastically reduces learning opportunities.
Building imitation skills is critical.
Learning sequence:
imitation of actions on objects
body movements without objects
oral-facial imitation
vocal imitation of sounds and words

6. Teaching Play Skills through Imitation
Prompt the child to imitate BEFORE continuing the rewarding activity
Model an action
Capture the child’s attention with a motivating activity

7. Teaching Play Skills through Imitation: Object imitation (Level 1)
Child hammers
you take a turn and give the hammer back
Use language “my turn” “bang, bang”
respond, “Yes! Bang, bang!”
Child doesn’t hammer
prompt the action with full physical
and language, “Bang, bang!”
Goal
8-10 correct

8. Teaching Play Skills through Imitation: Object imitation (Level 2)
Action in their repertoire but in response to your action.
You model banging when you first present the hammer AND you know the child is motivated by it.
Give child hammer and say, “You bang it.” Child imitates, you PRAISE.
Child doesn’t imitate, take the hammer back and demonstrate and prompt as needed, then let them have the hammer.
Goal 8-10 correct

9. Model an unusual but simple action on objects.
Teaching Play Skills through Imitation: Imitate a novel action(Level 3)
Model an unusual but simple action on objects.
Use something in a different way (play-dough, art activities, new toys). Don’t use objects that they have a very set and repetitive way of handling like the hammer.

10. Rolling cars: introduce car noises, driving fast and slow, crashing.
Imitate and Elaborate
Imitate the child’s behavior and then introduce a new component to make it more motivating!
Rolling cars: introduce car noises, driving fast and slow, crashing.
Shaking an item: put the shaker on your head, on your belly, play peek-a-boo

11. Teaching Imitation in Other Areas
Object Imitation
Gesture Imitation (sensory social/people games)
Includes head shakes, nods, pointing
Imitate songs and Finger Plays:
BEWARE of over-prompting!
Vocal Imitation:
Increase vocalizations with sensory social games
Give a huge reinforcer!
Imitate child’s actions on objects and vocalizing
Develop imitative rounds
Make it meaningful
Don’t worry about articulation
Don’t worry about increasing utterance length

12. What are your biggest challenges with imitation at home?
Question:
What are your biggest challenges with imitation at home?

13. Turn-taking in Communication
Turn-taking helps children learn the rules of conversation
Can be verbal or through play
The basis of communication

14. Where is your child having the hardest time?
Paying attention to the other person
Starting conversations
Responding when other people start conversations
Taking a turn at the right time
Giving the other person a chance to take a turn
Continuing taking turns, staying on topic
Considering the other person’s words, body language and point of view
Clarifying or “saying it another way” when your listener doesn’t understand
Asking the other person for clarification
Changing the topic
Ending the conversation appropriately

15. How can you help? Give them a cue!
Explicit: take either all or part of your child’s turn.
Physical help
Verbal help: “Say…” “Tell me…”
Partial models: you say the first part and wait for your child to complete
Natural Cues: give them a hint
Slow down, pause, look expectantly
Visual cues (facial expressions, pictures)

16. ? Ask a Question You may need to ask and answer your own question!
Choice questions: narrow the options (use visual support)
Yes/No questions: harder to answer, teach “no” before “yes” (they need to know how to refuse)
Give them something they don’t want ?

17. ? Ask a Question “Wh-?’s”: What, Who, Where, When, How, Why?
What is easiest
Who and Where are harder
How and Why are hardest
Do you know why??? ?

18. How do I teach them to answer?
What: hold it up, point to it, look at it together
Who, Where, When: Weave them into conversation, be creatively stupid
How, Why: Turn it into a “yes”/”no” question. “You are crying. Are you sad? Are you mad?”
Don’t make them too difficult. If they are repeating you then simplify.

19. Direct Instruction of Social Skills
PRAISE them when they try!!!
Practice with role-plays
Tell them why it’s important
Prepare your child

20. Give Them Hints
verbal
physical
non-verbal
Non-verbal: slow down, lean towards, pause, look expectantly
Keeping on track: “One more thing about… then we need to talk about …”
Verbal: if they understand, if they don’t then do:

21. How to work on turn-taking with your child
Share your thoughts, ideas, likes/dislikes
Gives your child new ideas
Make a comment and wait, “Mommy cut her hair”
Make a comment and ask a question, “I like vanilla ice cream. What do you like?”
Turn-taking in play leads to conversation

22. Let’s see some examples!
Own Agenda
Requester
Early Communicator
Partner

23. People Games and Sensorimotor Play
The best way to make a connection with your child.
Imitation and Turn-taking is built in!
Turn-taking is easy!
There is structure
They are predictable
There is repetition
They have sensations that are fun!
They are motivational!

24. R.O.C.K. People Games! R
Repeat what you say and do Offer opportunities for your child to take his turn Cue your child to take his turn Keep it fun! Keep it going! O C K

25. R R R.O.C.K. People Games! Repeat what you say and do
When you start the game
When you play the game
When you end the game
Repeat the game often and with different people
ALWAYS start and end the game the same way.
Your child will learn the script! R

26. R.O.C.K. People Games! O
Offer opportunities for your child to take his turn
Plan when you will offer your child a turn
(once they know the script PAUSE at the same time)
Plan what turns your child can take (eye contact, sound, request)
Offer new opportunities as your child progresses O

27. C C R.O.C.K. People Games! Cue your child to take his turn
Give explicit cues when your child doesn’t know how to take his turn. (models and physical help)
Give natural cues once your child is familiar with the game. (lean forward, look expectantly) C

28. K K R.O.C.K. People Games! Keep it fun! Keep it going!
Be lively and animated!
Make the interaction last as long as possible! K

29. Ideas for People Games! If your child likes movement:
Running games (chase)
Up-and-down-games
Swinging games
Jumping games (pillow mountain)
Rocking games
If your child likes feeling pressure on their body:
Hiding games (pillows and heavy blankets)
Squeeze games (hugs)
Touch games (tickles)
Hand-holding games (hand squeezes, high fives
Horsey Ride
More ideas???

30. Let’s see some examples!
Own Agenda
Requester
Early Communicator
Partner
Ideas… page

31. Share your favorite “People Game”!

32. R.O.C.K.ing Music! R
Repeat what you sing and do when you start, sing and end the song! Offer opportunities for your child to take a turn (Echo you, pause, forget the words) Cue your child to take their turn. Keep it fun and keep it going. Add words, make up movements, INDIVIDUALIZE to what your child likes. O C K

33. Singing Strategies!
Sing LESS: the younger your child, the shorter the song.
Stress: Make the key words you want your child to focus on louder and longer.
Show: Use actions and pictures to highlight the words. “Wheels on the bus”
Adapt songs to your child’s stage of communication. (pg )
Listen to music (dance party), use instruments, sing it instead of saying it, play musical games

34. Share your favorite song!

35. Wrap Up
Questions? This week covered chapters 4, 5 and 9 in “More Than Words” and Chapter 7 in “ESDM”. Next week, share your favorite activity to do with your child. me a question