Today’s Session Outcomes

Participants will be challenged to think critically about how we

are teaching social skills and building connections for young

children with ASD in authentic contexts that promote

generalization and meaningful relationships

Participants will learn of an effective integrated play group

model for promoting positive social behavior and peer

connections for young children with ASD

Participants will learn specific strategies for developing and

implementing this model in their own schools and communities

What are the social barriers for individuals with ASD?

Appear early and persistent

Social Cognition

Social Skills/behaviors: language and communication and play Social avoidance and withdrawal Anxiety

The most potent barrier• May result in repeated exclusion by peers

• Cues and Opportunities• Practice • Feedback and Reinforcement

Let’s Ponder This…

Answers that should be questioned and

Questions that should be continually asked

Teaching Social Competence

When?

Where?

How?

With whom?

How measure?

What is our end goal?

SO WHEN and WHERE do we start?

EARLY

What is our end goal?

Foster Social Connections built on Genuine

Acceptance

What it means to be Socially Connected

• Socially respond AND initiate with others (Successfully)

• Use learned social skills (behavior) across settings-independently (generalize)

• Shared common and shared interests

• Participate in interactive play, cooperative work with another

• Group identity (group/team activities)

• Peer acceptance and relationships with others

Results of Social Connections

Group identity group/team activities

Companionship

Meaningful and lasting relationships with others

A unique curriculum that expands upon the Integrated Play Group Model to

directly target increased awareness and acceptance of differences, successful use of positive social behavior (including play

and communication skills), and the fostering of relationships and friendships

How?PALS

(Positive Acceptance Leadership and Support)

The development of PALS

Intervention Model The Integrated Play Group Model by

Pamela Wolfberg Ages 3-11 Vygotsky Play guides (facilitators) Expert and Novice players No direct training of expert players “peers” Field Manual

Dissertation-extension of IPG model

Challenge

Peers and children with ASD needed training in specific strategies that were individualized to improve social and communication of novice players

Need play themes broken down into concrete sequential actions and roles

Solution

Identified specific strategies for each novice player

Provided direct instruction for expert players on the strategies

Utilized Joint Action Routines

Original Research on Model Research Questions:

Does the use of IJAPRs in an integrated group improve the social and cognitive play skills of young children with ASD?

What impact does pre-training for children with ASD have on their ability to maintain newly learned skills without adult guidance?

Research funded by Office of Special Education Grant Award

Original Research on Model

Multiple Probe Design (3 children with ASD, 2 peers per group) 2 first graders and 1 KG with ASD

Met three times/week for 1 hour in classroom

Phases: Pre-training Baseline I: measure play and social cognitive variables (DV) prior to

intervention Intervention Phase: measure DV and use of adult guidance Maintenance Phase: measurement of DV withdraw of adult guidance

Assessment/MeasurementSymbolic Dimension of Play

Not Engaged

Manipulation-Sensory

Functional

Symbolic-Pretend

Social Dimension of Play

Isolate

Orientation-Onlooker

Parallel-Proximity

Common Focus

Common GoalAdditional Measurements:•Spontaneous Initiations from children with ASD•Social Validity•Fidelity of Implementation•Inter-observer agreement

PAW PALS-community group

What changed for PAW PALS Need

Community Teaching skills, but not discretely in an X number of

sessions-focused on more of an evolution of positive social behavior that leads to meaningful relationships

Heavy emphasis on peer development, appreciation and acceptance of differences

PAW Pals-Phase I Summer group

Skill introduction- Play Clues

Use of Play Guides Play focused

PAW Pal Phase I Goals Group goals:

Create a group identity Teach specific strategies for successful interactions

with friends in play and social activities Foster meaningful relationships among all children in

group

Individual goals for novice player: To learn additional skills to interact and play with peers

increasing initiations and response Increasing functional and thematic play actions

To increase comfort level and participation in social interactions (decrease anxiety)

To enjoy play with peers seek out play with peers

PAW Pal Play Group Format

• Four “primary” expert players – Neighborhood– School-inclusive setting– Ages 3-6– Peer Characteristics:

• Kind, shown interest, nurturing, responsive, good player (creative), social

• 1 novice player

• 1 adult facilitator (SLP grad student)

PAW Pal Play Group Format

• Setting– Small play room in house and outside in neighborhood

• Frequency—direct instruction– Twice a week for 1.5 hrs for 18 weeks (summer)

• Assessment– Observation– Parent report– Peer interviews– Parent interviews

PAW Pal Schedule• Daily Routine Schedule:

• 9:30-9:40 Arrival and sensorimotor play

• 9:40-9:55 Greeting and Opening Circle– 9:40-9:45 Greeting, Schedule for day, and Review– 9:45-9:55 Introduce Play Clue and practice

• 9:55-10:05 Snack

• 10:05-10:15 Read Play Guide

• 10:15-10:45 Play time (can extend to 30 minutes, as needed)

• 10:45-11:00 Review and Rewards

• *Cooperative group activity built into schedule during strategy time on Thursdays

Tuesdays, thematic play-Play guide

Thursdays, Activity based play and Show and Share

PALS Strategies & Supports

What We Know

Social communication skills

Generalization

Motivation

Play

Need for direct instruction in how to interact with child with ASD (PMI)

Build Connections

Increased Acceptance and Appreciation of Differences

Strategies

Direct Instruction, model, guided practices

Facilitated in authentic and motivating play environments

Individualized (iTool)

Use of Play Guides

Direct Instruction

Shared and motivating experiences

Acceptance and positive leadership activities

Additional Strategies and Supports

• Use of written schedule

• Use of visual picture supports

• Use of role cards

• Parent involvement and priorities

• Show and Share– Questions

• Table Topics at Snack (prime)

• Red Star Reward System

=

Acceptance and Appreciation

Sari the Starfish

The Tale of Larry Sotter

PAW Pal Play Clues How to be a PAW Pal Player

Get attention Invite friends to play Show to friends Share Ask for a turn Give a play idea Give a compliment

Based on Phil Strain’s LEAP Program Social Skills Curriculum

Individual Joint Action Play Routines (IJAPR)- “iTool”

Highly individualized

Based on novice players reported interests and preferred activities

1. Collected interests and activities

2. Developed theme

3. Roles/actions

4. Vocabulary

5. Materials

6. Then developed the Play Guide

PAW Pals Play Guides• Play guides

– Created based on iTool (identified interests of child with ASD)– Assist with creating definition within a thematic framework-joint

action routines• Roles and actions sequences, but not scripting• Choice and motivation built in

– Assist with generation of play ideas and actions– Create interactive opportunities

PAW Pal Café

•Reallookautism.com

– Neighborhood Play Group

Generalization Strategies

Self-monitoring chart

Common language

Play Clues PAW Pals Bands

Parent Participation Input, priorities, feedback, newsletters,

Video footage, self-identification, and discussion

Poko the PAW Pal Mascot

PAW Pal Play Group Preliminary Findings

• Qualitative– Motivation by ALL players for PAW Pals– Group identity formed– Learned strategies by all players– Increased appreciation of differences by expert players– Improved awareness of one another on both novice and expert

players– Increased independent initiations/invitations to novice player

PAW Pal Play Group Preliminary Findings

• Qualitative– Increase in spontaneous response to initiations by novice

player– Increased participation in group activities– Emerging increase in initiations of play by novice player– Social connections developed among all players– Relationships fostered and reciprocal friendship emerging

What it means to be Socially Connected

• Socially respond AND initiate with others (Successfully)

• Use learned social skills (behavior) across settings-independently (generalize)

• Shared common and shared interests

• Participate in interactive play, cooperative work with another

• Group identity (group/team activities)

• Peer acceptance and relationships with others

PAW Pal Play Group Findings

• Generalization-Socially Connected– Increase in spontaneous bids for novice player

to join in play/activities outside of facilitated group

– Increase in novice player’s comfort level among peers

– Increase in participation in non-facilitated activities, peer play

– Group identity-Common Language• younger kids- “X is not being a PAW Pal Player”

– Community impact

Peers: How to choose ‘em, how to attract ‘em

• Peer Selection– Social, not “shy”, but could be quiet– Caring/kind, experience/exposure– Nurturing– Good player-high quality play-social play– Good communication skills

• Peer Honors– Recognition– PAW Pals, “Friendship Circle or Club”– Lunch Bunch and/or Peer buddies – Social outings/events

PAW PALS Today

• Same focus, but

growing with children

• Inclusion of sibling

• 2x/month

• Anxiety, Self-regulation and Mindfulness

PAW Pals Underlying Goals To foster positive social connections for all

players

To create a “reliable alliance”

To build a community of awareness and support

PALS Group Positive Acceptance Leadership Support

Foundation grant-2 groups Generalization from PAW PALS 4 peers from, 1 student with ASD Meet weekly for 1.5 hours

Format: greeting/motor activity goal for day Snack Cooperative group activity/play

Rec council, Jan 2013 afterschool program at school

The Importance of Creating Opportunities for Connections with Peers

Implementation Ideas School

Facilitated by SLP, social worker, guidance counselor, special educator, school nurse

Universal PALS School program—positive social skills for all, recognition (ala SWPBIS)

15 minutes of lunch, skill and play Before school-breakfast bunch Afterschool program

Community Facilitated by graduate student, overseen by private

SLP, ABA therapist, special educator, etc. Home/day care Community center Church/synagogue

1-2-3 ACTION1. ONE Idea

2. TWO people who can help you bring this idea to action

3. THREE next steps to make this idea happen!

Final words… “Do not wait; the time will never

be "just right." Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along”

Napoleon Hill

References/Further Reading• Dunn Buron, K. & Wolfberg, P.J. (Eds.). (2008) Learners on the autism spectrum: Preparing

highly qualified educators. Shawnee Mission, KS: Autism Asperger Publishing Company.

• Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood Research Quarterly, 13(1), 185-209. doi:10.1016/S0885-2006(99)80032-5

• Holman, K. C. (2004). Sociocommunicative and play skills in young children with autism spectrum disorders. Dissertation Abstracts International Section A, 64, Retrieved from EBSCOhost.

• Lieber, J., Capell, K., Sandall, S. R., Wolfberg, P., Horn, E., & Beckman, P. (1998). Inclusive preschool programs: Teachers' beliefs and practices. Early Childhood Research Quarterly, 13(1), 87-105. doi:10.1016/S0885-2006(99)80027-1

• Neufeld, D., & Wolfberg, P. (2010). From novice to expert: Guiding children on the autism spectrum in integrated play groups. In C. E. Schaefer, C. E. Schaefer (Eds.) , Play therapy for preschool children (pp. 277-299). Washington, DC US: American Psychological Association. doi:10.1037/12060-013

• Schuler, A. L., & Wolfberg, P. J. (2000). Promoting peer play and socialization: The art of scaffolding. In A. M. Wetherby, B. M. Prizant, A. M. Wetherby, B. M. Prizant (Eds.) , Autism spectrum disorders: A transactional developmental perspective (pp. 251-277). Baltimore, MD US: Paul H Brookes Publishing.

References/Further Reading• Synder-McLean, L. Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint

action routines: A strategy for facilitating communication and language development in the classroom. Seminars in Speech and Language, 5, 213-228.

• Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489. doi:10.1007/BF01046051

• Wolfberg, P. J., Zercher, C., Lieber, J., Capell, K., Matias, S., Hanson, M., & Odom, S. L. (1999). 'Can I play with you?' Peer culture in inclusive preschool programs. Journal of the Association for Persons with Severe Handicaps, 24(2), 69-84. doi:10.2511/rpsd.24.2.69

• Wolfberg, P.J. (2003). Peer play and the autism spectrum: The art of guiding children’s socialization and imagination (Integrated Play Groups Field Manual) Shawnee Mission, KS: Autism Asperger Publishing Company.

• Wolfberg, P. J., & Schuler, A. L. (2006). Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions. In T. Charman, W. Stone, T. Charman, W. Stone (Eds.) , Social & communication development in autism spectrum disorders: Early identification, diagnosis, & intervention (pp. 180-218). New York, NY US: Guilford Press.

• Wolfberg, P.J. (2009). Play and imagination in children with autism (2nd Edition) New York: Teachers College Press, Columbia University.

Apps for Creating Play Guides, Social skills lessons, and Interactive Stories

• Thinglinkhttp://www.thinglink.com/

• Toontastic

http://launchpadtoys.com/toontastic/

• Mindomo

http://www.mindomo.com/

• Glogster

http://www.glogster.com/

• Photostory

http://microsoft-photo-story.en.softonic.com/

• Foteo

https://itunes.apple.com/us/app/foteo/id419991774

• Storyrobe

https://itunes.apple.com/us/app/storyrobe/id337670615?mt=8

• Storykit

https://itunes.apple.com/us/app/storykit/id329374595?mt=8

• Fotobabble

http://www.fotobabble.com/

• Tellagami

https://tellagami.com/

• Snapseed

https://itunes.apple.com/us/app/snapseed/id439438619

• Overgram

https://itunes.apple.com/us/app/overgram-add-text-captions/id574443485

• Phonto

https://itunes.apple.com/us/app/phonto-text-on-image/id438429273?mt=8