Communication, Socialization and I magination Supporting Children - - PowerPoint PPT Presentation

Communication, Socialization and I magination

Supporting Children and Teens on the Autism Spectrum Pamela Wolfberg, Ph.D.

www.AutismInstitute.com

National Speech, Language and Hearing Association Annual Conference

Session Highlights

 Nature of Peer Play and the Autism Spectrum  Patterns of social and symbolic activity  Importance of Peer Play Experiences  Developmental, socio-cultural and human rights

perspectives

 Lessons from the Integrated Play GroupsTM (IPG) Model  Evolution of research and practice in the “real world”

Nature of Peer Play and the Autism Spectrum

Patterns of Social and Symbolic Activity

Are these scenes familiar?

What about these scenes… are these also familiar?

What challenges do children on the autism spectrum experience in peer play?

 Delays or differences in acquiring capacities for

social engagement, play and imagination

Challenge of Learning and Development

Patterns of Social Activity

 Spontaneous seeking to share

enjoyment, interests

 Social and emotional

reciprocity

 Developing peer relationships

appropriate to developmental level

DSM-IV-TR: American Psychiatric Association, 2000

Social Play Styles

Aloof Passive Active-Odd

(Wing & Gould, 1979)

Patterns of Symbolic Activity

 Lack of varied,

spontaneous make- believe play or social imitative play appropriate to developmental level

 Restricted repetitive and

stereotyped patterns of behavior, interests and activities

DSM-IV-TR: American Psychiatric Association, 2000

Communication Reciprocal Social Interaction

Play

Imagination

Mindblindness “Theory of Mind”

Sensory Regulation Rituals- patterns of behavior, activities, interests

Weak Central Coherence Executive Function

Hallmarks of Autism Associated with Play

Enactive Mind (Embodied Experience)

Joint attention Social Imitation Socioemotional Reciprocity

 Little or no time devoted to peer

socialization and play

 Peer socialization and play not valued as

legitimate activity

 Priority given to highly structured, adult-

directed activity (academics, therapies)

Challenge of Opportunity

 Lack of adequate means to help children

learn how to socialize and play with peers

 Caregivers/professionals have limited

knowledge, skill and experience

Challenge of Appropriate Support

Challenge of Exclusion from Peer Culture

 Peers neglect and/or

reject children who do not fit into perceptions

• f what is “normal” or

acceptable

 Misinterpret and overlook

children’s subtle, overt or unusual attempts to initiate peer play

Importance of Peer Play Experiences

Developmental, Socio-cultural and Human Rights Perspectives

Characteristics of Play

 Pleasurable  Active engagement  Spontaneous, voluntary, intrinsically motivated  Attention to means over ends  Flexible and changing  Non-literal (“as-if”) orientation

Socio-Cultural Influences

Adapted from Bronfenbrenner’s Ecological Systems Model(1977)

Peers School Community Cultural / Societal

Child

Family

Research shows that play promotes…

Research shows play promotes…

 Sensory motor development  Cognitive development  Social competence  Language development  Literacy (reading and writing)  Emotional/affective development  Creative/artistic expression

Play is the Culture of Childhood

 Play culture reflects the unique social and

imaginary worlds children create together

 Play most highly valued social activity  Collective identity distinct from that of adult social

worlds

 Living folklore in rituals, narratives and creations

passed from one generation to next

Corsaro, 1992; Mouritsen, 1996 Wolfberg, et al, 1999

Play is universal…

 Children play from all walks of life  Children are drawn to play together  Play props and themes reflect the tools, life activities,

rituals of society and culture

 Optimal conditions for play  Key person, places, time, props  Children strive to play, even in the face of misfortune

The Child’s Right to Play

 1948, United Nations Declaration of

Human Rights (Principle 7)

The child shall have full opportunity for play and recreation, which should be directed to the same purpose as education; society and public authorities shall endeavor to promote the employment of this right.

 1989, UN Convention on the Rights of

the Child (Article 31)

…every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

Play is a Path to Inclusion

Lessons from the IPG Model

Evolution of research and practice in the “real world”

Theory Research Practice Philosophy

 IPG model originated as a pilot project in

an urban elementary school with the aim of guiding children on the autism spectrum to play and socialize with typically developing peers

 The model has since transformed in an

effort to keep pace with rapidly expanding knowledge about ASD and two decades of related research and practice

Progression of IPG Model

IPG Model Objectives

 Foster spontaneous, mutually enjoyed and reciprocal play

among children on autism spectrum (novice players) and typical peers (expert players)

 Expand / diversify each novice player’s social and symbolic

play repertoire

 Enable novice and expert players to mediate play activities

with minimal external adult guidance

 Promote empathy, understanding and acceptance of

diverse ways children communicate, relate and play

Research To Date…

Wolfberg, 1988 Wolfberg, 1994 /1999; 2009 Wolfberg & Schuler, 1992 Wolfberg & Schuler, 1993 O’Connor, 1999 Zercher et al., 2001 Yang, Wolfberg, et al, 2003 Mikaelan, 2003 Lantz, Nelson & Loftin, 2004 Richard & Goupil, 2005

Research to Date…

 Series of small scale studies focused on

diverse

 Ages (3-11 years)  Geographic locations (urban US, rural US,

Canada, Taiwan)

 Settings (school, home, community)  Degree affected (mild, moderate, severe)  Perspectives (parents, typical peers and

children with autism)

 Methodologies (Quantitative and qualitative

methods)

 Majority small sample single subject (3 – 4 cases)  Ethnographic/longitudinal

Current Research Projects

 Wolfberg, Turiel & DeWitt  Large-scale research on Integrated Play

Groups supported by Autism Speaks

 randomized control study design  Parallel study focused on typical peers  Julius & Wolfberg  Integrated Play and Drama Groups supported

by Alexander von Humboldt Foundation

 TransCoop research in U.S. & Germany  Small case analyses Integrated Play and

Drama Groups with children and adolescents

Just Released…

Autism Standards Project Report Integrated Play GroupsTM Model rated among peer interventions as “established practice” www.NationalAutismCenter.org

Autism Institute on Peer Relations and Play

 To advance training, research and development efforts to

establish inclusive peer socialization programs for children with autism worldwide

Global Outreach

 Australia  Canada  China  Denmark  Germany  Holland  Indonesia  Ireland  Philippines  Taiwan  Thailand  Turkey  United Kingdom

Extensions of IPG Model



Friend 2 Friend model & IPG



Heather McCracken

 Friend 2 Friend Social Learning Society, Vancouver B.C. 

IPG & Sensory Integration



Rebecca Berry, Glenda Fuge & Pam Richardson

 Developmental Pathways for Kids with San Jose State University 

Integrated Drama Groups



Henri Julius and Adriana Schuler

 University of Rostock, Germany 

David Neufeld

 SFSU-UC Berkeley Joint Doctoral Program 

Integrated Social Teen Groups



Kristen Bottema

 SFSU-UC Berkeley Joint Doctoral Program 

Integrated Video/Film/Animation Groups



Tara Tuchel

 IPG Model Program, Hudson, Wisconsin 

Nate Yates

 Marin Schools/Autistry Studios, CA

Key Features of IPG Model

IPG Mission

To provide a haven for children to create genuine play worlds together where they may reach their social and imaginative potential, as well as have fun and make friends...

IPG Model in a Nutshell

 Tailored to individual child  Small stable groups  Ongoing, regular meetings  Natural play settings  Preparation of players  Predictable session structure  Center activities around mutually engaging

materials, activities and themes

 Guided participation system of support

Phases of the IPG Model

 Phase I: Embracing the Spirit of Play  IPG Conceptual Foundation  Phase II: Setting the Stage for Play  IPG Program and Environmental Design  Phase III: Observing Children at Play  IPG Assessment  Phase IV: Guided Participation in Play  IPG Intervention

 Designate a time and place for peer

groups to meet on a regular and frequent basis

 Natural integrated school, home, community

settings

 Create a safe, familiar, inviting space to

socialize and play

 Form small, stable group of compatible

players

 3 to 5 novice and expert players  Higher ratio expert (typical) to novice players  Enlist peers / siblings from natural social

network

 School, family friends, neighborhood, community  Potential for long-lasting friendships

 Prepare the Players

 Foster understanding, acceptance and

empathy for people with ASD in an age- appropriate and sensitive manner

 Friend 2 Friend Model Heather McCracken

 Structure session by incorporating

routines, rituals and visual supports

 Institute clear set of rules  Follow a consistent plan with a beginning,

middle and end

 Establish a group identity

Sample Play Session Sequence

Hello Sing Play Clean-up Snack Goodbye

Picture Communication Symbols - Mayer-Johnson, Inc (1981-2002)

Opening Guided Closing Ritual Play Ritual

 Center groups around mutually engaging

interests, activities, themes

 High motivational value  High social and imaginative potential  Developmentally/age-appropriate

Monitoring Play Initiations Scaffolding Play Social- Communication Guidance Play Guidance

Guided Participation

IPG Support Practices

Case Portraits of IPGs

Integrated Play Group “Classic”

Case portrait of an “aloof” preschool child (Alex)

Integrated Play Group “Classic”

Case portrait of a “passive” elementary school child (Laura)

Integrated Play Group “Classic”

Case portrait of an “active-odd” elementary school child (Teresa)

From Integrated Play to Drama

Case Portrait of an “aloof” elementary school child (Richie)

From Integrated Play to Drama

Case Portrait of an “active-odd” elementary school child (Andy)

Tips for Encouraging Peer Play

# 1 Watch and Wonder

 Spend time observing your child as well as

typical children at play in a variety of natural contexts

 Note unique and common patterns of

learning, development and experience

# 2 Discover Common Ground



Make a list of your child’s fascinations and favorite play activities



Note mutually engaging interests, activities and themes with peers / siblings

# 3 Create a Special Place for Play



Develop a safe, familiar, inviting space for your child to socialize and play with peers



Include your child’s favorite things that may be enjoyed with other children

# 4 Devote Special Times for Play



Designate times for your child to play with peers on a regular and frequent basis



Create a schedule to help your child transition to a new routine

# 5 Guided Participation in Peer Play



Invite one or more peers over to socialize and play



Prepare the players



Structure the session



Observe and follow the children’s lead



Scaffold social interaction, communication and play in mutually enjoyed activity



Most of all - Have fun!

MaKe TIMe For play…

Integrated Play GroupsTM Resources

www.AutismInstitute.com

• r www.Wolfberg.com

References

Available at www.wolfberg.com (click on publications)