socially speaking 2 handout - amazon s3...socially speaking ™ seminars socially speaking™ part...

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Aut

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FLA

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Con

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Sun

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May

29,

201

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Peni

na P

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Ryba

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A/C

CC

-SLP

, TSH

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LLC

Email: Pe

nina.SociallySp

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gmail.com

Linke

dIn: Pe

nina Rybak

Website: http://

sociallyspeakingLLC.com

Facebo

ok: Socially Spe

aking LLC

You

Tube

Chan

nel: socialslp

Goo

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Pintere

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Twitter: @

PopG

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http://sociallyspeakingLLC.com

http://sociallyspeakingLLC.com

The Socially Speaking™ Experience:Textbook &

iPad® App sociallyspeakingLLC.com

SPEAKER:Penina Rybak, MA/CCC-SLP, TSHH is a practicing, pediatric speech- language pathologist and educational technology consultant, who earned her master’s degree from New York University. She has been practicing for two decades, and has specialized in the treatment of young children with Autism/special needs, in home-based early intervention, center-based preschool intervention, self- contained school-age classrooms, and private practice. Penina participated in the 1995-2000 NY TRAID Project, in conjunction with the Westchester Institute of Human Development, which worked to integrate Apple™ technology into special education classrooms. She also spearheaded The Boardmaker™ Initiative, from 2008-2010, which worked on customizing curriculum needs and implementing behavior management strategies at a charter school in New York. It resulted in her launch of her Socially Speaking™ Social Skills Curriculum, seminars, iPad® App, and book. Penina lectures nationally and internationally, about customizing social communication strategies, the developmental integration of iPad Apps into treatment of Autism/Special Needs, and Early Childhood play based assessment and intervention. She advocates the use of an eclectic, multi-sensory treatment approach, using customized lesson plans involving toys and tech. For more information visit her website: www.sociallyspeakingLLC.com.

Socially Speaking™Seminars

Email: [email protected]: sociallyspeakingLLC.com

Presenter:

Penina Rybak MA/CCC-SLP

Learn practical, fun, developmental tips to: Foster compliance and self regulation Foster play skills development Foster specific social skills Foster Theory of Mind and cognition Integrate toys and tech (iOS apps) in

treatment for better learning outcomes

http://amzn.to/1QzHjNL

http://www.sociallyspeakingLLC.com

http://www.sociallyspeakingLLC.com





© 2016 by Penina Pearl Rybak MA/CCC-SLP

Speech-Language Pathologist, Educational Technology Consultant,

and Founder/CEO of Socially Speaking LLC

Socially Speaking™ Part 2Autism & Social SkillsPractical Strategies: Play & Pre-Literacy

A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLCFLASHA 2016

About MeLinkedIn: Penina Rybak

Website: sociallyspeakingLLC.comFacebook & Google+ Socially Speaking LLC

Pinterest and YouTube: Penina Rybak Twitter: @PopGoesPenina

A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC

sociallyspeakingLLC.com

Suggested Play Materials

Suggested Reading List

Suggested Websites

Reproducible Forms


A Word About....ASHA Disclosures

The Socially Speaking™ Program


Socially Speaking™ ProgramPair Toys & Tech

Play & Causality

‣ Play teaches If..Then Contingent (18 mo.)

‣ Play internalizes rules & roles

‣ Play facilitates episodic memory

‣ Play facilitates resiliency & regulation


Evaluating Play Skills

๏ The Rosetti Infant -Toddler Language Scale (SLP)

๏ The Westby Play Scale

๏ The Socially Speaking™ Social Skills Assessment Checklist & iPad App by Penina Rybak

๏ Scholastic.com Ages & Stages (my website-PDF Page)


Pair Toys & Tech! Changes in Thinking Can Yield Results By:

Having fun and decreasing passivity

Being developmental and sequential about goal planning & delivery

Being multi-sensory, to creatively appeal to child’s interests/learning style

Giving a common language and ground for child's team


Friendship Circle of MI Bloghttp://bit.ly/1yK0BVv

Socially Speaking™ iPad Apphttp://bit.ly/18sm0sQ


Types of Play- My Formula: Evaluating Play Stages

‣Sensory Play 3-9 mo.‣ Exploratory Play 9-18 mo. ‣Replica Play 18- 36 mo.‣Symbolic Play 36 mo.+


Take These Factors into Account When Assessing Play & Humor:

• cognitive skills• language skills• sensory processing• facial affect skills• motor skills


Suggested Bibliography on Play:

Beckerleg, Tracey (2008). Fun with Messy Play: Ideas and Activities for Children with Special Needs. Philadelphia, PA: Jessica Kingsley Publishers

Brady, Lois Jean, et al (2011). Speak, Move, Play, and Learn with Children on the Autism Spectrum. Philadelphia, PA: Jessica Kingsley Publishers

Densmore, Ann (2007). Helping Children with Autism Become More Social: 76 Ways to Use Narrative Play. Westport, CT: Praeger Publishing

Landreth, Gary (2000). Innovations in Play Therapy: Issues, Process, and Special Populations. New York, NY: Brunner-Routledge Books

Martin, Nicole (2009). Art As an Early Intervention Tool for Children with Autism. Philadelphia, PA: Jessica Kingsley Publishers

Meadan, H., et al. (2009). Promoting the social and communicative behavior of young children with autism spectrum disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education, 29(2): 90-104.

Moor, Julia (2002). Playing, Laughing, and Learning with Children on the AutismSpectrum: A Practical Resource of Play Ideas for Parents and Carers.Philadelphia, PA: Jessica Kingsley Publishers

Morrison, R., et al (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58-72.

Owens, Robert Jr. (2007). Language Development; Seventh Edition. Boston, MA: Allyn & Bacon

Paley, Vivian Gussin (2004). A Child’s Work: The Importance of Fantasy Play. Chicago, IL: The University of Chicago Press

Schwartz, Sue and Heller Miller, Joan (1996). The New Language of Toys: Teaching Communication Skills to Children with Special Needs. Bethesda, MD: Woodbine House

Sher, Barbara (2009). Early Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disorders. San Francisco, CA: Jossey-Bass/ Wiley & Sons Inc.

Smith, Melinda, and Julian, Linda (2001). Teaching Play Skills to Children with Autistic Spectrum Disorder: A Practical Guide. New York, NY: DRL Books

Stegelin, D.A. (2005). Making the Case for Play Policy: Research Based Reasons to Support Play-Based Environments. Young Children, 60, 76-85

Wolfberg, Pamela (2003). Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination. Shawnee, KS: AutismApserger Publishing

Wolfberg, Pamela (2009). Play and Imagination in Children with Autism, Second Edition. Shawnee, KS: Autism Asperger Publishing


“Einstein Never Used Flash Cards”By: Kathy Hirsh-Pasek, Ph.D. and Roberta Michnick Golinkoff Ph.D

Developing Intelligence:The Hierarchy:

1. Cause& Effect 2. Conservation (quantity) 3. Inferencing a) Creativity b) Independent thinking 4. Self Concept a) Delayed gratification b) Social skills (pragmatics)

Imitation

Empathy

Self regulation (self monitoring behavior/repairing communication breakdowns)


The Importance of Play:Play fosters Self Concept, emotional engagement with others, and the ability to self regulate. It facilitates the child’s understanding of the environment (i.e.

the structure and routine, rules, and expectations of

said environment). It provides social referencing

through empathy.


The Impact of Delayed Onset of Play Skills:Reduced self regulation skills, i.e.

difficulties with attention (Time on Task-TOT) and Emotional Attunement, causing:

1. Reduced ability to “live in the moment” & develop episodic memory, through perceptions gleaned from The Five

Senses2.Reduced comprehension of time passing and time concepts(seasons, sequencing,

verb tense) 3. Disorganized Theory Of Mind (TOM)

resulting in difficulty with problem solving & Executive Functioning


Body Awareness: Readiness Indicators Bilateral Hand Use

Play Development

Theory of Mind

Orientation to Person/Place &

Self-Regulation Skills


Expressing Feelings: Readiness Indicators

Body Awareness

Play Development

Theory of Mind

Causality

Object Function ComprehensionA Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC


FAQ: Why integrate music toys and apps?

Music is a crucial intervention tool for those who have difficulty with TOM and& pragmatics, resulting in difficulty recognizing/expressing feelings, and showing empathy.

Music facilitates self regulation. Music facilitates Emotional Attunement, through engaging the brain's ability to perceive tempo of feelings.

Music also facilitates Motoric Tempo through Body Awareness and Proprioception. It helps child with special needs perform time sequenced movements (rhythm), which can be an areaof real challenge regarding motor, play, & communication skills.

Expressing Feelings: Penina’s Pointers

FAQ: Why integrate drawing toys and apps?

Arts & Crafts facilitates Body Awareness andProprioception.

Art is a “whole body experience” using multi- sensory learning to build “muscle memory” through engaging The Five Senses.

Arts & Crafts facilitates episodic memory and subsequent recall of concepts/ideas.

Art is FUN and fosters Emotional Attunement.


Expressing Feelings: Penina’s Pointers

Problem Solving:Readiness Indicators

1. Cause & Effect 2. Orientation to person/place/time 3. Communicative Intent 4. Delayed Gratification 5. Body Awareness 6. Transitioning 7. Inferencing and Causality through TOM (understanding how the world works, sequencing events, answering why? questions, and predicting outcomes)8. pre-literacy skills



FAQ: Why is problem solving such a crucial

skill?

Problem solving stems from having a Theory of Mind and being oriented to person/place/time. It incorporates the ability to access episodic memory re: feelings, and semantic memory re: past events of how things unfolded. It is the culmination of acquiring a diverse vocabulary, a sense of humor, and the ability to transition from being a “Me” to “We” as needed.


The Five Step Hierarchy1. Awareness that a problem exists, and why it exists 2. Verbalizing the problem to an adult instead of “acting out” 3. Exploring solutions/outcomes/options verbally and calmly 4. Verbal Negotiation to come to an agreement or compromise 5. Conflict Resolution & repairing communication breakdowns


Problem Solving


!"#$%& '&$()(*++,-* “!$./-” !*(+*

Implications: Knowing what to do/say in

social situationsInterpreting body

language and utilizing eye contact appropriately

Making/keeping friendsProblem solving


Integrating Toys & Tech in Treatment

The Socially Speaking™ Intervention Formula:

1. Assess Behavioral Readiness 2. Assess Play Level3. Assess Pre-Literacy Level4. Cross-Reference Data5. Determine Starting Points for Remediation & Document Goals (Use the Socially Speaking™ Management Plan)


Social Skills Kits: Lessons1. Feelings and How to Express Them 2. Verbal Rejection 3. Initiating Contact and Conversations 4. Turn Taking and Respecting Boundaries 5. Problem Solving


Social Skills Kits: Goals


COUNTERACTING SOCIAL BLINDNESS:

THE FOUR CORNERSTONES OF SOCIAL AWARENESS From Unwritten Rules of Social Relationships, page 115

By Temple Grandin and Sean Barron © 2005

Edited by Penina Pearl Rybak MA/CCC-SLP

*This addendum handout is part of the Socially Speaking™ LLC Educational Seminar Series-Part II: Improving

Cognitive Based Language Skills for Social Skills Building for Young Children with Autism and Special Needs:

Going From Concrete to Abstract Learning

The Four

Cornerstones of

Social

Awareness:

Definitions and Implications

About Behavior and Pragmatic

Skills

Correlations to the

Socially

Speaking™

Curriculum Areas

Suggested Speech Therapy Goals

Based on the Socially Speaking™

Curriculum

Perspective

Taking

Putting oneself in another’s shoes (TOM)

Body Awareness 1. Increase body parts vocabulary2. Increase recognition of facial

expressions in self/ others3. Increase understanding of part-

whole relationships4. Increase inferencing skills

Flexible

Thinking

Accepting change, adapting to the environment, and being responsive to changes in routine and alternative outcomes

Orientation to person/place/time

1. Increase understanding of pronouns, spatial relationships, and time concepts (receptive language skills)

2. Increase understanding & use of wh? questions

3. Increase sequencing skills (will also help with transitioning)

Positive Self

Esteem

Having a “can do” attitude based upon having experienced repeated successes that start out small and concrete and becomes less tangible over time....forming the basis for accepting responsibility for one’s actions, taking risks, and being resilient (not contingent on verbal praise)

Expressing Feelings 1. Increase ability to express feelings more age appropriately

2. Increase verbal rejection skills3. Increase ability to verbally self

monitor and self evaluate performance

4. Increase understanding and use of humor (physical and linguistic)

5. Increase facial affect through imitation and oral-motor exercises

Motivation: Having sustained interest in exploring the environment, overcoming internal and external obstacles to work towards goals, broadening your “horizons” to learn new things and develop new interests about the world around you so that you can transition between being a “Me” and a “We”

Problem Solving 1. Increase ability to problem solve using The Five Step Hierarchy

2. Increase ability to initiate verbal greetings more age appropriately

3. Increase ability to maintain topic of conversation

4. Increase ability to ask questions more age appropriately re: prosody (intonation)

5. Increase Executive Functioning Skills (TBA)

Temple’s Take

Review: Which Materials to Use?

Verbal Rejection Difficulty is a Self Regulation Issue, due to the EF “Emotional Control”:

PECS: “no”, “stop sign” ASL/signing “bye” Verbal Speech: role play: “no”, “don’t want it”, “later” etc.


Social Initiation Difficulty is a Body Awareness Issue, due to SPD, requiring review of body parts and physical humor,

including exaggerated affect on the clinician’s face:

Greetings: toy phones, real cell phone calls Eye Contact: REPLAYS™, Mr. Potato Head™, arts&crafts Role play with sock puppets and googly eyes Inanimate Object Reference: Use Humor! Pretend to talk to

the object child wants and is looking at, instead of you



Sharing& Turn Taking Difficulty is an Emotional Attunement Issue, due to Reduced TOM:

One Toy with Physical Border: tire swing, slide“Part/Whole Toys”: stringing bead toys, mini-bowling set Toys evoking Empathy: dolls, doll house



Respecting Boundaries Difficulty is a Body Awareness Issue, due to SPD and Reduced TOM, requiring physical activities, physical humor, visual supports, and exaggerated affect on the clinician’s face when giving constructive criticism:

Physical Activities: climbing stairs, trampoline, building forts Physical Humor & Visual Supports: REPLAYS™, YouTube™, Social Stories™

with correct/incorrect photos Construct Toys: Legos™, Tinker Toys™, peg & gear toys Inanimate Object Reference: Dycem™ and duct tape (markers)



Problem Solving Difficulty is an EF Issue With Flexibility and Metacognition, requiring moving from physical humor to linguistic, visual supports, role play, and the “Social Autopsy” using video footage of the actual student performing correctly and incorrectly in various settings:

Creating Obstacles: give puzzles & shape sorter missing pieces, give broken toys, pretend to misunderstand/ignore requests

Humor & Visual Supports: books, what’s funny? wrong? games Cooperative Play Toys: pretend tea party, blocks, board games The Socially Speaking™ Problem Solving Template



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© 2010 Penina Rybak MA/CCC-SLP, TSHH, CEO Socially Speaking LLCWebsite: www.SociallySpeakingLLC.comYouTube: socialslp, Pinterest: PeninaslpFacebook and Google +: Socially Speaking LLCSocially Speaking™ App for iPad: http://itunes.apple.com/us/app/socially-speaking-app-for/id525439016?mt=8



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