P R E S E N T E D B Y :

R O S A E . P A T T E R S O N , M S B C B A

E X E C U T I V E D I R E C T O R &

A U T I S M S P E C I A L I S T

A U T I S M B E H A V I O R S E R V I C E S , I N C .

Putting FUN into Play Dates!

Objectives for Today

The presentation will discuss prerequisite skills, identifying peers, and organizing the play date.

Play dates can be FUN and successful for children of all levels.

Autism as Behavioral Excesses and Deficits

Excesses: Echolalia, stereotypy, ritualistic behavior, tantrum behavior, and aggression toward self, others, or objects

Deficits: Cognition, language and communication, play, socialization, self-help, fine motor (can be in any or all areas of development)

Prerequisites for Play Dates: Problem Behaviors

Problem behaviors such as aggression, stereotypical behaviors, and tantrum behavior should occur at low rates and duration

If problem behaviors such as the ones noted above do occur be sure that a behavior plan has been outlined prior to the play date to address these behaviors in a way that supports the child and reduces stigmatization

Stay calm and move on when the child is able

Prerequisites for Play Dates-Language

Receptive Language:

-Will respond to instructions

-Has good imitation skills (chains, follow the leader)

-Labels (objects, colors, shapes)

-Matching

Expressive Language (Visuals or Written):

-will respond to simple questions (conversation q & a)

-Statement/Statement (my turn, your turn)

-Statement/Statement/Question or Multiple Question-not necessary initially

-Commenting (e.g., “I got 3.”)

• Prerequisites for Play Dates: Toy Play

Basic toy play (ball play, puzzles)

Board games

Art Skills

Turn-taking games/activities

Parallel play

Interactive play/Cooperative Play

Prerequisites for Play Dates: Other

-Can follow an activity schedule or move through play stations/centers for transitions (may use visuals here)

-Can share

-Toilet Trained (not an absolute)

Selecting a Peer

Who do you select? Use a sibling who is close in age or even a bit older as practice for

having a play date

Qualities to consider of the peer:

slightly bossy, persistent, demonstrated interest in child, age appropriate to skill/language level of child, appropriate model for language/behavior

Select one (1) peer to start and then move to two (2) or more peers when the child is ready for more group oriented activities

Staffing

Ideally you want to have at least 2 adults present; these can be:

-Moms and Dads

-ABA staff

-Other knowledgeable family members

Rationale for 2 adults:

One adult can support the child with ASD while the other is attentive to the peer’s needs

Adults should only step in if necessary to facilitate the social interaction; at times it may be necessary for the adult to insert themselves into the play date to get things moving along, however they should remove themselves as soon as they are able too and allow for the peer interaction to be as organic as possible

Structure: Duration

The play date should be scheduled for minimally 60 minutes and not more than 2 hours.

Generally 90 minutes seems to be a good duration of time

Structure the play date into 15-20 minute increments with snack and outside play being slightly longer

Structure: Organization

Use an activity schedule that outlines activities that both children may like

Be sure to give each child a turn to choose what they want to do, alternating activities, and post on the activity schedule what will be taking place.

Have plenty of activities available as back ups in the event the children change their mind

If you do not use an activity schedule then set up play stations/centers around the home where specific activities will take place so it is predictable for the children

Use either a timer to signal transitions or use warnings to alert the children that a change is coming

Structure: Organization

Play Date 1: In your home-Focus on the following

Make the play date FUN by incorporating preferred toys and activities that are appealing to the peer; therefore be sure to get a list of items from the peer’s parents prior to the play date

Play date should last generally about 1 hour

Target parallel play (art projects, follow the leader, Legos, block building, puzzles, figurines, cars, trains, play doh, etc.)

At the midpoint go outside and do a motor activity such as swinging on swings, jumping on trampoline, painting, side walk chalk, etc.

End with a snack

Structure: Organization

Play Date 2: In your home-Focus on the following while including items from play date 1

Move toward interactive play (e.g. work on one puzzle together, simple board games, tag, Simon Says, Hide and Seek)

Begin incorporating and encouraging appropriate language associated with level of play engaged in via modeling of the skill (e.g., commenting on board game, asking a question, congratulating the peer, giving a compliment)

Add a story time if age appropriate

Go outside about midway through play date, see slide above

End with a snack

Structure: Organization

Play Date 3: In your home-Focus on continuing to build and sustain social interactions, possibly go into the community, i.e. the park

More interactive activities requiring greater conversation if appropriate e.g., go fish, red light-green light, Mr. Wolf, Simon Says

Target increased conversational skills if appropriate to do so

Possibly begin community-based trips, in lieu of going outside

End with a snack

Structure: Organization

Play Date 4-In your home or in the community

More complex interactions involving pretend-imaginary play, scripted play which involve increasing amounts of language.

Continue to target increased conversational skills

Prompt child to initiate conversation if necessary and able to do so

Community-based trips planned with one (1) or more peers

General Considerations

Preparation is key-all activities should be planned before the peer arrives-This is what will make the play date FUN!

Have back-up activities (in case peer doesn’t like activities).

Keep activities short initially (max. of 15 mins.) and increase length of activities gradually.

Be sure you are teaching and using “kid-like” language familiar to peer

Length of sessions gradually increases to ~2 hours max.

General Considerations

Begin with 1 play date per week and then increase to 2 play dates per week with different peers;

Rely more heavily on structured activities with discrete steps initially and loosen structure as child is able; remain on any play date phase (1-4) as long as necessary; the goal is for the child and peer to have fun!

Continue to identify possible peers and have back-ups if re-scheduling becomes necessary. It is important to expose your child to different peers for generalization purposes

Have FUN!!!

Questions

Resources

McClannahan, L.E. & Krantz, P. J. (1999). Activity Schedules for Children with Autism: Teaching Independent Behavior. Bethesda, MA:Woodbine House.

Weiss, M. & Harris, S. (2001). Reaching Out, Joining In; Teaching Social Skills to Young Children with Autism. Bethesda, MA:Woodbine House.

Resources

Future Horizons-Resources and Materials

www.FutureHorizons-autism.com

Special Needs Project-Resources and Materials

www.specialneeds.com