Transcript April 2013 PPT Part 1 wiki

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.
Scale
4
I know how to use the assessment to pinpoint specific
social and communication goals AND how to use it to
identify activities that build the skills the children are
lacking.
3
I know how to use the assessment to pinpoint specific
social and communication goals.
2
I have heard of the assessment but do not know how
to use it to pinpoint specific social and communication
goals.
1
I have never heard of the Assessment of Social and
Communication Skills for Children with Autism.
Chapter 1
Discusses developmental characteristics of
Autism including the typical profile of a child
with ASD and what sets it apart from other
disabilities.
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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.
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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.
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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.
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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
DO WATCH LISTEN SAY-TYPICAL
DO WATCH LISTEN SAY-ASD
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.
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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
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
Do Watch Listen Say and BCCT
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