engaging young children with autism spectrum disorders: 10 steps to success!
DESCRIPTION
Engaging Young Children with Autism Spectrum Disorders: 10 Steps to Success!. Dana Childress, M.Ed. Partnership for People with Disabilities VCU [email protected]. At 11:30, You Will Walk Out of the Door With:. Information about Autism Spectrum Disorders New “tools” for your toolbox - PowerPoint PPT PresentationTRANSCRIPT
Engaging Young Children Engaging Young Children with Autism Spectrum with Autism Spectrum Disorders:Disorders:10 Steps to Success!10 Steps to Success!
Dana Childress, M.Ed.
Partnership for People with Disabilities
VCU
At 11:30, You Will Walk Out At 11:30, You Will Walk Out of the Door With:of the Door With:
Information about Autism Spectrum Disorders
New “tools” for your toolbox
Confidence that YOU can make a difference in the life of children with ASD and their families
Shining Stars 2010
ACTIVITYACTIVITY
Seeing the World Seeing the World Through The Eyes of a Child Through The Eyes of a Child with ASDwith ASD
Shining Stars 2010
Definition:Definition:Autism Spectrum Disorders Autism Spectrum Disorders (ASD)(ASD)
Autism spectrum disorders (ASDs) are a group of related developmental disabilities…that affect a child's behavior, social, and communication skills.
American Academy of Pediatrics
http://www.aap.org/healthtopics/autism.cfm
Shining Stars 2010
ASD Causes?ASD Causes?
◦Most cases – unknown
◦Multiple types of ASD likely
◦Genetic involvement
◦In some cases – may see genetic involvement + exposure to some unknown environmental factor
Shining Stars 2010
ASD Incidence & ASD Incidence & DiagnosisDiagnosis
ASD
1 in 110
Children 1 in
70 Boys
Age of Diagnosis 4.5 to
5.5 years old
51%-91% of children show signs before age
3
Shining Stars 2010
Characteristics of ASDCharacteristics of ASD
Social Interaction
◦Reduced attention to faces & voices◦Increased tendency for isolation◦Limited social engagement &
responsiveness◦Less likely to show pleasure in
shared interactions (joint attention)◦Less likely to imitate others
Shining Stars 2010
Social impairment in children with autism violates typical
parent-child interaction.Doussard-Roosevelt, Joe, Bazhenova, & Porges, 2003, p 104
Shining Stars 2010
Characteristics of ASDCharacteristics of ASD
Communication
◦May show less babbling, fewer words◦Less attention to speech & vocal
imitation◦Delayed receptive language◦Less likely to coordinate joint
attention, gestures, gaze, & vocalizations to request
◦Less purposeful use of language
Shining Stars 2010
The strongest predictor of the child’s future gain in language
skills in our study was caregiver utterances that are not only synchronized with
the child’s focus of attention but also undemanding in
quality.Siller & Sigman, 2002, p 85
Shining Stars 2010
Characteristics of ASDCharacteristics of ASD
Play
◦Restricted interests◦Less purposeful play◦Less/lack of turn-taking◦Interest in parts of objects◦May show repetitive play,
movements◦Play is less complex, less symbolic
Shining Stars 2010
In children with regulatory and autistic spectrum disorders,
interactive play uniquely addresses the core deficits of relating and communicating as no other approach can.
Wieder & Greenspan, 2003, p 425
Shining Stars 2010
So HOW do we begin??So HOW do we begin??
Shining Stars 2010
Step 1:
Watch, Listen, & LearnWatch, Listen, & Learn
Sit back and observe - child, parent-child interactions, the environment
Ask the parent/caregiver about the child’s interests, likes/dislikes, what they do together, what makes the child laugh
Purpose:Purpose: Find out about daily activities & routines to determine the context of intervention
Shining Stars 2010
Step 2:
Oh…I See!Oh…I See!
Attach meaning to the child’s sounds, movements, and activities
Describe what the child does
Use short phrases, fewer words
Initially - no expectation that the child must respond
Purpose:Purpose: Establishes that activity has purpose & provides a language model
Shining Stars 2010
Step 3:
Less Talking, More DoingLess Talking, More Doing
Follow the child’s lead but help him structure his play
Use physical and object-based play to engage the child
Use something the child is already doing or playing with
Purpose:Purpose: Helps the child understand that interaction can be okay
Shining Stars 2010
Step 4:
I Can Do It Too!I Can Do It Too!
Start by imitating the child’s movements, activities, vocalizations to enter his play
Imitate without the expectation that he has to do something in return
When all else fails, imitate!
Purpose:Purpose: Develops synchrony between parent and child
Shining Stars 2010
Step 5:
Your Turn, My TurnYour Turn, My Turn
Turn imitation into turn-taking by assuming that it is “my turn”
Use the toy/object the child already has
Closely observe and accept any interaction as the child’s “turn”
Wait for the child to take his turn before play can continue but keep up the pace
Shining Stars 2010
Step 5:
Your Turn, My TurnYour Turn, My Turn
Shape the child’s turn into an appropriate response (gesture, word)
If needed, give 2-3 prompts then help him take his turn (fade prompts over time)
Keep turn-taking going as long as it is fun!
Purpose:Purpose: Encourages expectation that the child must interact
Shining Stars 2010
Let’s See it in Action!Let’s See it in Action!
Circles of CommunicationCircles of CommunicationDr. Stanley GreenspanDr. Stanley Greenspan
Shining Stars 2010
Step 6:
Ta-Da!Ta-Da!
Use high intensity responses to get attention!◦ Big expressions◦ Silly faces
Use anticipatory phrases to entice, prolong attention, and encourage turn-taking◦ Ready…Set…GO!
Purpose:Purpose: Encourages attention to face, gaze, and voice
Shining Stars 2010
Step 7:
The Power of the Pause…The Power of the Pause…Allow for processing time
Create the expectation that the child must respond to continue to game
Be prepared to wait…
A little discomfort is okay but don’t wait for a tantrum
Purpose:Purpose: Allows for processing time and teaches that communication is expected
Shining Stars 2010
Step 8:
Rock the BoatRock the Boat Once you establish or recognize a play routine,
gently change it so that the child must adjust and interact
Keep up the pace of play
Protesting is interaction too!
Use repetition to practice the old and new routine
Purpose:Purpose: Expands the child’s play & communication opportunities
Shining Stars 2010
Step 9:
Wrap It UpWrap It Up
Wrap new learning in something familiar
Watch for the child’s cues
If possible, help him do one more step of the new activity before ending
Purpose:Purpose: Builds comfort with interaction and new learning
Easy New Easy
Shining Stars 2010
Step 10:
One Brick at a TimeOne Brick at a Time
Be patient and understand that helping a child develop his abilities to interact, learn from, and play with others takes time
Interaction should be fun… look for the bright eyes, smiles, and laughs!
Purpose:Purpose: Builds a foundation for effective communication, interaction, and play!
Shining Stars 2010
Okay…one extra Okay…one extra step!step!
Shining Stars 2010
Step 11:Parents Make the Parents Make the Difference!Difference!
Remember your role as coach & support
Parents have the greatest opportunities for intervention
Focus on how THEY can use these steps between visits
Purpose:Purpose: Supports parent-child interactions within the context of everyday life…it works!
Shining Stars 2010
The greatest sign of a The greatest sign of a success for a teacher...is to success for a teacher...is to be able to say, "The be able to say, "The children are now working as children are now working as if I did not exist.” if I did not exist.”
Maria Montessori
Shining Stars 2010
For success in science For success in science and art, a dash of autism and art, a dash of autism is essential.is essential.
Hans Asperger
Shining Stars 2010
Let’s put our minds Let’s put our minds together and see what together and see what life we can make for our life we can make for our children.children.
Sitting Bull
Shining Stars 2010