kelly mckinnon & associates, inc. social skills solutions: setting appropriate goals and...

Kelly McKinnon & Associates, Inc.

Social Skills Solutions: Setting Appropriate Goals and Teaching Social

Skills for Children with Autism

Spectrum Disorder

Kelly McKinnon, MA, BCBA, www.kellymckinnonassociates.com

Guests: Joan Hersh, MA, Preschool Teacher Elif Cagin, MA, New Vista School


Why teach play skillsIn 2001 the book Educating Children with Autism, also ranked social skills and the teaching of developmentally appropriate play, as among the eight types of goals that should have priority in the design of effective educational programs for children with ASD.

“Children with autism often gravitate to repetitive play activity, ranging from manipulating objects and enacting elaborate routines to pursuing obsessive and narrowly focused interests. Without specific guidance, they are less likely to engage in functionally appropriate play with objects similarly”. (Wolfberg, 1999)


Module 3: Level 1: Social Play Developmental Milestones

7-12 months 12-18 months** 18-24 months 24-36 months 4 years old 5 years old

Imitates familiar actions with caretaker

Demonstrates functional use of objects

Uses vocalizations and words during pretend play

Uses most toys appropriately

Associative Play common (engaged in same play, interacting, yet going own way)

Acts out characters

Plays pat a cake Shows symbolic use of objects

Uses two toys together in pretend play

Demonstrate parallel play

Follows rules in simple games without being reminded

More likely to agree with others on rules

Participates in games with adults

Plays with a toy in a different way

Stacks and assembles toys and objects

Performs longer sequences of play activities

Plays “Mom” or “Dad”

Sometimes demanding, sometimes cooperative with friends

Explores environment with curiosity

Imitates simple actions of others in play

Engages in pretend and symbolic play

Pretends to perform caregivers routines

Cooperates with other children

My visit friends independently

Plays ball with adults

Uses one object to represent many objects

Has plan when using building items

Imitates interactions and shows interest with other children

Emerging Associative Play


Independent Play~ Neurotypical child

Neurotypical children often begin playing by playing alone

Play involves children manipulating toys on their own

Play is exploratory, yet purposeful-functional- emerges into shared play with peers


Play Skills:Play can be simple, or very intricate

Common play steps- follow the milestones:• Basic play with closed ended toys (stacking cups)• Open ended purposeful play (block building)• Imitative play• Symbolic/Pretend play• Dramatic play


What Do We See in Neurotypical Children’s Play?

Children play alone, short or long periods of time, and using a variety of toys!

They explore & access toys independently

Children use toys functionally and appropriately

They make comments while they play

Children make references to others while playing


Module 3 Social PlaySustains independent play for 15 min. w/close-ended toys i.e. puzzles1. Plays with closed-ended toys (variety, up to 20) Shape sorter/stacking Nesting cups, pop up toys Lacing beads Insert puzzles Mr. Potato Head Build block towers (3-10 blocks) Simple matching games (match pictures, array of 4) Put together animal parts Sit to look at books2.Plays alongside 2-3 peers- same space, same materials3. Plays independently with open-ended toys-15 min.(variety up to 20)samples: Build with blocks- no defined end (pile of blocks) Build with blocks- make objects with blocks (house) Builds with Duplos/Legos- no defined end (pile of Legos) Builds with Duplos/Legos-make objects (robot, plane) Builds with train tracks- specific plan Build with Lincoln Logs Construction/building, dumping, crashing, re-building Safari Gears or Magz building4.Plays alongside 1-2 peers- same space, same materials-comment on play5.Plays alongside 3-5 peers- same space, same materials-comment on play6. Is able to wait turn in simple games


Play StationsWeiss & Harris (2001) described play stations as:

“Activity centers set up at different physical locations scattered about a classroom”

“Used to teach a number of skills including increasing play, parallel play skills and transfer imitations skills to a setting that resembles a typical preschool”

Bonus skill: helps support length & duration of play


Teaching Methods

Use visual

Prompt transition verbally and/or physically


Next StepsIncorporate peers

Referencing

Join into existing play with peers

Continue to increase sustainability

Expand pretend play repertoire

Station #1 Play 1:1 Teaching

Station #2

Independent Play Station # 3 Play with peer, adult

supported

Station #4 Play with peer, no

adult

Station #5 Play with more then 1

peer

Puzzles

Shape Sorters

Blocks & Trains

Dinosaurs


Programming considerations Teach: Independent play: access & play with toys on

your own, functionally; give mom a break! Teach: Imitation in play: watching, copying &

responding to others actions Teach: Initiating play ideas: generate new ideas in

play Teach: Pretend play; acting out scenarios, characters

Use data provided as your criteria aims for mastery


Goals Kelly will expand her play skills, learning to play at least 3 simple,

closed-ended play activities (i.e., puzzles, shape sorters, building tower with 8 blocks) independently, choosing and shifting to each play activity independently, 4 of 5 consecutive days

Kelly will expand her play skills, learning to play at least 3 simple, open-ended play activities (i.e., simple games, a box of blocks, a magnetic board activity) independently choosing and shifting from the play activities independently, 4 of 5 consecutive days

Kelly will expand her play-skill repertoire, to include the ability to build several items (at least three different objects) with three different types of building toys (blocks, K’nex, Lincoln logs), independently, 4 of 5 consecutive days

Kelly will expand her play-skill repertoire, to include the ability to use objects for pretend play actions including several items (army men, cars, transformers) initiating at least a 10-action play scheme with each play item, independently

Kelly will engage in functional, independent play, using 1-3 toy items (or a variety of toys), sustaining play for at least 10 minutes (Note: this goal may need to start with learning to independently choose and play 1 closed-ended task; add on a chain of known toys, to create an expanded play skill repertoire and increased engagement in functional play)


Video Modeling Effectiveness:

"Results from the video modeling meta-analysis indicate that both video modeling and VSM (Video Self-Modeling) meet the Council for Exceptional Children's criteria for evidence-based practices." Bellini, S. & Akullian, J. (2007) Exceptional Children, 73, 261-284

Student: Date: Yes/No1:1

Yes/NoIn Group

Yes/NoNatural Setting

1. Plays with age-appropriate toys functionally, 30 min.2. Engages in non-physical play with peers3. Follows basic playground rules4. J oins group in their play, sustains for 20 min.5. Asks peers to play with them6. Switches choice of play between self and peer7. Plays pretend with peers, shares common themes, coordinates ideas8. Engages in coordinating ideas during play9. Plays/builds/works on project with peers 10. Can play basic ball games/sports with peers11. Accepts being called "out"12. Accepts losing games13. Wins gracefully14. Accepts "No" to play ideas, switches peers' ideas

Module 3: Social Play


Cooperative Play

Weiss & Harris

“Children work together toward common goal or share a fantasy theme that requires mutual exchange to build a scenario”• Joint building items

• Making an art project

• Dramatic play scenarios


Teaching methods

Video Modeling• 6 year old playing

Starter phrases (White board)• White board of starter phrases

Token system• Adult provided tokens (points on white board)

• Set criteria of 7 sharing of ideas• Moved to self-monitoring• White board off to side, in room


GoalsKelly will join into play of others, sustaining and participating in the same activity at least 10 minutes, or until activity is over, at least one time daily, 4 of 5 consecutive daysKelly will invite another peer to play, sustaining activity at least 10 minutes, or until activity is over, at least 1 time daily, 4 of 5 consecutive daysKelly will develop cooperative play skills, by working together with at least 1 other peer to jointly participate/build an item (Legos, floor puzzle, make a sign), at least 15 minutes, with no more then 1 prompt, 4 of 5 opportunities, 4 consecutive daysDuring structured turn-taking activities with peers, Kelly will attend to the game, aware/acting upon her turn, independently, 80% of opportunities, across 4 consecutive days Kelly will expand dramatic/pretend play skills with peers, by initiating at least 5 new pretend play ideas or comments, and observe and respond to at least 50% of a peer’ statements, in a 10 minute play period, 4 of 5 opportunities, across 4 consecutive days


A review of the literature suggests that few studies have spent time addressing the effects of self-management as a technique to enable children with ASD to control and report on their progress toward increasing and decreasing target behaviors, enabling teachers to devote more time to teaching. Koegel, Hurley, Frea (1992)

Demonstrated children with autism with severe deficits in social skills could learn to self-manage responsivity to others in multiple community settings


Goal areas:

Kelly will improve her conversation skills with peers by demonstrating the following skills in a 10 minute conversation period:

o Demonstrate appropriate space (an arms length) o Use I statements to share information about self (at least 3) o Respond to others conversation statements directly (at least

70% of instances) o Ask questions about their statements (at least 50% of

statements) o Tell stories in 1-3 sentence, with main idea and 1-2 supporting

ideas o Use a “conversation ender” when finished speaking


Teaching MethodPhase One

In the classroom

Direct Instruction

Whiteboard• Instructor writes and explicitly teaches goals

for lunchtime conversation.


Phase TwoBehavior Rehearsal / Role Play• Goal for conversation remain on the

whiteboard.

• Tally marking frequency of exchange on the white board as a visual reminder.


Phase ThreeGroup Discussion • Checking off goals on checklist followed and

constructive feedback on what to work on.


Phase FourIn the lunch area

Group discussion

Whiteboard and Pink “Lunchtime Goals” checklist.• Instructor asks for student participation to list

rules on board.


Self-Monitoring & Reinforcement Systems

1. Whiteboard Visual Reminder

2. “Lunchtime Goals” Checklist

3. Individual Goals

4. School wide points system


Video Modeling Effectiveness:

"Results from the video modeling meta-analysis indicate that both video modeling and VSM(Video Self-Modeling) meet the Council for Exceptional Children's criteria for evidence-based practices." Bellini, S. & Akullian, J. (2007) Exceptional Children, 73, 261-284


Phase Five

Video Modeling & Vide Self-Feedback

Group Discussion • Checking off goals met and pausing video for

positive and constructive feedback on what to work on that day at lunchtime.


Phase Six

Wrap-up and priming


Where we are headed

Break time / recess / passing periods• Seeing on going generalization issues

• “ Conversations are just for lunchtime when we’re eating.”

• These periods of time are unstructured

• Will use the same process


ConclusionsPlay skills need to be taught, and should be a

component of every child with ASD programming~

Teaching play needs to move from 1:1 setting to group settings~

Teaching play needs to more closely match developmental criteria~


Final Thoughts

More specific data published on neurotypical play skills

Goals based on peers

Assessments should incorporate peer data

Many different types of “ABA” procedures to teach play skills!

Available at Special Needs Bookstore

kelly mckinnon & associates, inc. social skills solutions: setting appropriate goals and...

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