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Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon & Associates, Inc. www.kellymckinnonassociates.com

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Page 1: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Using Neurotypical Peers to Determine Social Skills Goals to children with ASD

Kelly McKinnon, MA, BCBAKelly McKinnon & Associates, Inc.www.kellymckinnonassociates.com

Page 2: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 1: Joint attention

DSM IV: Qualitative Social ImpairmentImpairment with nonverbal behaviors: eye gaze, facial expression, body posture, gestures

Joint attention is considered by many researchers to be pivotal to deficits in language, play and social development (in the autism population), (Mundy, 1995)

Researchers have noted the importance of joint attention deficits in the development of children with autism (Kasari C., 2004, Whalen, C., Schreibman, L., 2003

Mundy (1995) theorized that joint attention deficits in children with ASD by distort systems that motivate children to attend & engage in their social world

All babies use eye contact to inspect; Pauline Filipeck, 2008

Page 3: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical development Module 1: Level 1: Referencing/joint attention

7-12 months12-18 months 18-24 months 24-36 months 4 years old 5 years old

Attends to music or signing

Imitates other children

Watches the face of others for clues to their emotions or feelings

Points to up to four items in pictures

Interested in new experiences

Likes to sing, dance, act, performing before others

Maintains attention to speaker

Shows toys or actions to others

Watches others children in play and may join in

Participates in simple group activities, such as singing clapping or dancing

Can sit and participate in small group activities

Looks at person saying child’s name

Looks when parents are looking

Points to events or toys of interest

Sits for stories up to 20 minutes

Looks at familiar objects and people when named

Smiles when others are smiling; may cry when other babies cry

Looks between events and people to share interest

Gains attention with gestures, or declarations, “Look”

Points to objects to indicate awareness

Imitates interactions shows interest with other children

References others to check if mood or emotion; should continue activity

Performs for attention

Extends arm to show object

Page 4: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 1: Joint Attention/Imitation

Student:

Module 1 Joint Attention/Attending 1:1 setting Group setting Natural Setting

Basic rapport building/instructional control(can tolerate simple 2-3 motor step directions minimum)Establishes basic eye contact to objects & people in anticipationLooks/reaches for desired item in close proximityTurns and orients toward person when making requestsLooks when called/comes when called/responds to nameFollows eye gaze, point or gesture by othersBeginning imitation 1-3 step motor tasksLooks/orients when listening to others (shifts body/gaze every few sec.)Follows simple commandsRespond/imitate to basic gesturesSits and attends to simple tasks (10 min)1:1 Reciprocal actions- ball/toy/action activitiesShift gaze (during activities) to new people/items in spaceSit quietly in circle/small group/look, sit, attend 10 minutesImitates hand movements in circle to music & rhythm & group imitationReciprocal activities in a small groupRecognize/know your place in spaceFollowing group auditory & nonverbal instructionsImitates & recognizes voice & body activities (level, vocal actions)Calls out in unison Waiting turn to talk (1:1, in a group, and gaining attention) Sharing and being a leader-check & orient to your listenersBasic checking and reading non-verbal social cues & your place

Page 5: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data pointsjoint attention & referencing

Video of: 4 year old boy & 3 year old girl playing:

Data for 4 year old boy:Looked when he spoke: 100%Looked when listening to peer: 57%Held up object to showed: 3 times, in 3 min.Referenced adult in room: 4 times in 3 minLooked to watch: 2 times in 3 minLooked when called: 100% (1/1)Imitated actions in play: 0Called peers name in conversation: 2 times

Page 6: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data pointsjoint attention & referencing

Data for 3 year old girl:Looked when he spoke: 100%Looked when listening to peer: 67%Held up object to showed: 2 times, in 3 min.Referenced adult in room: 4 in 3 minLooked to watch: 5 timesLooked when called: 100% (2/2)Imitated actions in play: 1Called peers name in conversation: 1 time

Page 7: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Skill Boy-4 Boy-4 Girl-6 Girl-6

Look to watch 5 3 3 5

Show others 2 4 1 1

Imitate 3 2 3 0

Look-talking 60% 63% 90% 100%

Look-answer 100% 40% 100% 80%

Page 8: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Listening to a story

Listening to a story on the floor

Partial Interval sample data collection

Criteria: Reference story at least every 30 seconds

3 year old: Reference 100%; Duration Ave: 1 min. 4 year old: Reference 100%, Duration Ave: 1.37 min. 5.5 year old: Reference 100%, Duration Ave: 2.5 min.

Page 9: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Listening to story

Montessori classroom Kindergarten, 1st and 2nd 5 minute sample; 2 girls, 3 boysPartial Interval sample data collectionCriteria: Reference story at least every 30 seconds

Girls: 100% (looked once per 30 seconds for 5 minutes)Fatigue? No> 100% after 7 minutes

Boys: 2 boys, 100% criteria, 1 boy, 80% (looked 1x per 5)Fatigue?>Not really, boy at 80%, stayed there

Other two boys at 92%

Page 10: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Additional referencing skillsUsing a point to choose:25%, 100%, 100% Ave of 3: 75% of time

Referencing for approval/Information:100%, Responding to Yes/No: 100%

Hearing a noise: Knock on doorLook to noise: all three looked both timesComment to noise: 1 of 3 boys comment “What’s that”Comment on person entering room (purpose of knock) 2 of 3 boys

commentedNeed larger sample!

Page 11: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Looking for a reason & imitating Stopping and starting to music(Criteria: stopping in 1-2 seconds)

3 year old boy: 60%4 year old boys (2): 100%

Stopping and starting, based on Yes/No head nods(Criteria: stopping in 1-2 seconds)

3 year old boy 80% (possibly momentum from previous experience4 year old boy (2) 100%

Imitation of others’ “different” behavior3 year old boy: looked at peers: 2 times, copied change 2 times (100%)4 year old boy: looked at peers 4 times, copied change 3 times (75%)4 year old boy: looked at peers 2 times, coped 1 time * Leader*

Page 12: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Programming considerations Teach social referencing: looking, to see if others are

listening, if you are doing something correctly

Teach imitation of peers: watch peers, copy peers; especially if you don’t know what to do

Teach joint attention: show others items you have! Look when you talk!

Teach sitting quietly in a group: a school must!

Use data provided as your criteria aims for mastery

Page 13: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Sample Goals:

Kelly will orient toward others when speaking, at least 1 time per statement, checking if listener was listening and heard his statement.

Kelly will follow others points toward an object (at a distance of a minimum of 25 feet), reference back to pointer for approval, obtain the item and/or comment on the object, completing 3-4 steps of the sequence, independently

Kelly will orient to a speaker when listening both in a group and 1:1, orienting and glancing at least 1 time every 30-40 seconds, (to watch in anticipation of and action or a movement), for a duration of 5 minutes

Page 14: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 3: Play skills

DSM-IV -Autism

Lack of varied, spontaneous, social imitative play, preoccupation with parts of objects

Failure to develop peer relationships at developmental level

Page 15: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Play Skills

In 2001 the book Educating Children with Autismranked social skills and the teaching of developmentally appropriate play, “among the eight types of goals that should have priority in the design of effective educational programs for children with ASD”

“Children with autism often gravitate to repetitive play activity, to pursuing obsessive and narrowly focused interests. Without specific guidance, they are less likely to engage in functionally appropriate play with objects” (Wolfberg, 1999)

Page 16: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 3: Level 1: Social Play- Developmental Milestones

7-12 months 12-18 months** 18-24 months 24-36 months 4 years old 5 years old

Imitates familiar actions with caretaker

Demonstrates functional use of objects

Uses vocalizations and words during pretend play

Uses most toys appropriately

Associative Play common (engaged in same play, interacting, yet going own way)

Acts out characters

Plays pat a cake Shows symbolic use of objects

Uses two toys together in pretend play

Demonstrate parallel play

Follows rules in simple games without being reminded

More likely to agree with others on rules- more cooperative play

Participates in games with adults

Plays with a toy in a different way

Stacks and assembles toys and objects

Performs longer sequences of play activities

Plays “Mom” or “Dad” Sometimes demanding, sometimes cooperative with friends

Explores environment with curiosity

Imitates simple actions of others in play

Engages in pretend and symbolic play~ performs several steps (such as feeding doll, cover with blanket)

Pretends to perform caregivers routines

Emerging Cooperative play with other children (working together toward common goal)

My visit friends independently

Plays ball with adults Uses one object to represent many objects

Has plan when building with items- using models

Stories/narration have sequences of actions, no central character or theme

Imitates interactions shows interest with other children

Emerging Associative Play

Organizes doll furniture & use imaginatively

Will build a block tower- up to 9 blocks

Silly in play, may do things wrong on purpose

Likes to dress up and act out characters

Page 17: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 3: Social Play

Play can be simple, or very intricate

Some common play scenarios: Play with closed ended toys (stacking cups) Open ended purposeful play (block building) Independent play Parallel play Symbolic/Pretend play Dramatic play Basic cooperative play Team play

Page 18: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Page 19: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data points

Independent play:Children play alone, short or long periods of time, and using a

variety of toys! They explore & access toys INDEPENDENTLY, playing FUNCTIONALLY

Boy, age 2: played trains, 4 min. before looking bored & referencing adult; built, used trains, built some more; quiet, references to adult often, then plays again

Girl, age 2: played kitchen, babies & house together, 13+ minutes; some play narration, reference to adult when name called

Page 20: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Independent play

Boy age 4: Picks a theme (power rangers), moves around, incorporating many toys into play; narrates play, shifts play, nearly constantly; durations

Boy age 6: Narrates play, explores objects, then finds one, has a plan when you ask, duration up to 20 minutes at a time!

Page 21: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Associative Play

Associative play~ involves sharing same play materials, showing others own activities, commenting; both engage entire duration allotted (5 minutes)

Boy, age 4 (in yellow)Look/watch other boy: 7 timesImitated peers actions: 4 times Make sounds/actions: 3 timesShows others~ gains attention of others

“I...” or shows object : 3 timesNarrates play (note directed at anyone in particular): 3 timesCoordinates idea (“Lets....”): 2 times

Page 22: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Boy, age 4 (in red)

Look/watch other boy: 3 times (more of a leader)

Imitated peers actions: 2 times

Make sounds/actions: 3 times

Shows others~ gains attention of others

(“I...” or shows object): 3 times

Narrates play (note directed at anyone in particular): 4 times

Coordinates idea (“Lets....”: 3 times

Page 23: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Play data points

Boy, age 6Look/watch other boy:

Imitated peers actions:Make sounds/actions: 3 timesShows others~ gains attention of others

(“I...” or shows object): 3 timesNarrates play (note directed at anyone in particular): 4 timesCoordinates idea (“Lets....”: 3 times

Page 24: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

More data points

Boy, age 6

Look/watch other boy: 3 times (more of a leader)Imitated peers actions: 2 times Make sounds/actions: 3 timesShows others~ gains attention of others

(“I...” or shows object): 3 timesNarrates play (note directed at anyone in particular): 4 timesCoordinates idea (“Lets....”: 3 times)

Page 25: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Programming considerations

Teach: Independent play: access & play with toys on your own, functionally; give mom a break!

Teach: Imitation in play: watching, copying & responding to others actions

Teach: Initiating play ideas: generate new ideas in play Teach: Pretend play; acting out scenarios, characters

Use data provided as your criteria aims for mastery

Page 26: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Sample Goals

Kelly will expand her play-skill repertoire, to include the ability to build several items (at least three different objects) with three different types of building toys (blocks, K’nex, Lincoln logs), independently

Kelly will expand her play-skill repertoire, to include the ability to use objects for pretend play actions including several items (army men, cars, transformers) initiating at least a 10-action play scheme with each play item, independently

Kelly will engage in functional, independent play, using 1-3 toy items, sustaining play for at least 10 minutes

Page 27: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Sample Goals Kelly will demonstrate emerging parallel play

skills by playing in the same area and sharing play materials with a peer, for at least 5 minutes, or until the activity is over

Kelly will expand dramatic/pretend play skills with peers, by initiating at least 5 new pretend play ideas, and observe and imitate at least 3 play actions, in a 10 minute play period

Kelly will join into play of others, sustaining and participating in the activity at least 10 minutes, or until activity is over.

Page 28: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Social Language & Communication

DSM-IV –Autism

Qualitative Impairment in Communication

Delay or lack of spoken language

Delay in ability to initiate or sustain conversations

Stereotyped and repetitive use of language

Children with autism exhibit a range of problems associated with communication and language (Schopler & Mesibov, 1985).

Page 29: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Module 5: Level 1: Social Language (see speech chart for complete speech & language information)

7-12 months 12-18 months 18-24 months** 24-36 months 4 years old 5 years old

Vocalizes during games Responds to other children’s vocalizations

Uses words to interact with others

Uses 3-word phrases frequentlyUses attention getting words, “Look”, “Hey”

Speaks in five to six words

Speaks in sentences of more then 5 words

Sings along familiar songs

Uses words to protest Understands meaning of action words- answers to “What doing?”

Uses action words consistently- uses “is” & contractions (he is running, he’s running)

Follows three-part commands

Uses future tense, irregular tense

Uses one-two words spontaneously

Shakes head No Uses two-three word phrases spontaneously

Talks more in play with children

Recalls parts of a story Tells longer stories

Uses a word/sound to call out to someone

Asks to have needs met Uses 50 different words Follows 3-step unrelated commands

Tells beginning stories Responds verbally to friends favorably

Imitates three animal sounds

Understands commands to sit down, come here

Identifies parts of an object and function of objects

Mastered some grammar

Sings independently Identifies body parts and clothing items

Responds to questions- “Who, What, Where” (in, on, under)

Correctly tells two events in order of sequence

Responds to give me commands

Chooses five familiar objects on request

Answers Yes/No questions correctly

Fills in the blank/intraverbals

Asks what’s that Follows a two-step related command

Establishes likes and dislikes

Uses fillers to acknowledge others

Identifies objects by categories

Takes turns during conversations

Engages in conversations from past ideas, own items

Uses language for fantasy, jokes

Page 30: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Social Language & Communication

Mark Sundberg, CALABA 2006

“Children with ASD often present extensive tacting repertoires & receptive repertoires >absent or low rates of mand & intraverbal repertoires”

Creates a scenario of language solely under SD’s

These are the children that have hundreds of words, only when prompted!

Page 31: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

What we need to teachModule 5: Social Language

Page 32: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Types of social language

Most social language of young children involves:

Showing others what you have to gain attention“Look”, “Watch this”

Sharing information“I have”, “I like”, “I went”

Making contingent statements“Me too”, “I have that too”

Asking questions“Where did you get that”

Page 33: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data points

Boy age 4

Makes sounds & actions 7 times (in 5 min)

Shows others items: 4 times (in 5 min.)

Shares information or idea: 6 times (in 5 min.)

Asked questions: 2

Narrates own play (no intended listener) 4 times

Page 34: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Boy age 4

Makes sounds & actions 3 times (in 5 min)

Shows others items: 3 times (in 5 min.)

Shares information or idea: 3 times (in 5 min.)

Asked questions: 1

Narrates own play (no intended listener) 4 times

Page 35: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Kindergarten Lunch data:

3 boys, 3 girls at lunch table (5 minute sample)

Ave. comments by boys: 7

Ave. comments by girls: 8

Types of comments:

“Can I have that?” (6 times) “I have M&M’s”

“I have a fruit roll up” “I love those”

“I have two chips” “Look at this. Everyone wants this”

Page 36: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data points

Children eating, don’t talk that much!

“Lunch bunches” or “snack & talks” should not be primary social skill teaching

Children ages 2.5-7 all knew at least 1 thing:-favorite foods-new toy items-things they like & don’t like-places they like to go

Page 37: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Neurotypical data points

Children rely on similar constructs to talk They talk about what they are doing They show each other what they are doing They make statements about what they have, what

they are doing They comment back when others make these

statements They ask some questions to gain information, however

this is not the pre-dominant method of conversation

Page 38: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Language Programming considerations

Teach showing others, and calling for attention

Teach sounds paired with actions

Teach talking about your play actions or idea

Teach narration of play> so others will know what you are doing!

Teach knowing information> what child likes, toys they have, places they have been

Use data provided as your criteria aims for mastery

Page 39: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Sample Goals

Kelly will comment to others/mand for attention about her play activities (“Look, I build a robot” or “Watch me”!) at least five times in a five minute play period

Kelly will make basic contingent statements, when peers make statements, (such as, “I like, I have too”) at least 70% of instances, in a 5 minute activity

Kelly will approach others with an opening starter statement (“I statement”) or with a related question, to appropriately engage a peer in conversation (vs. blurting out a statement or making and inappropriate statement) 80% of opportunities.

Page 40: Kelly McKinnon & Associates, Inc. Using Neurotypical Peers to Determine Social Skills Goals to children with ASD Kelly McKinnon, MA, BCBA Kelly McKinnon

Kelly McKinnon & Associates, Inc.

Thank you

Social Skills Solutions, A hands on manual for teaching children with autismSocial Skills Solutions, A hands on manual for teaching children with autism; ; Kelly McKinnon, Kelly McKinnon, www.difflearn.com

Sources: for developmental milestones:Sources: for developmental milestones:Hawaii Early Learning Profile Checklist, 1984, The Hawaii Early Learning Profile Checklist, 1984, The Rosetti Infant-Toddler Language Scale, ages Brith-3 Rosetti Infant-Toddler Language Scale, ages Brith-3 (1990), The Developmental Assessment of (1990), The Developmental Assessment of Young Children: Adaptive Behavior, Communication, Social-Emotional and Cognitive sub-tests, Inventory of Early Development II (2004) and Young Children: Adaptive Behavior, Communication, Social-Emotional and Cognitive sub-tests, Inventory of Early Development II (2004) and Developmental Profile (1984) and Speech & Language Development chart, Addy Gard, Leslea Gilman, Jim Gorman, Desired Results Developmental Developmental Profile (1984) and Speech & Language Development chart, Addy Gard, Leslea Gilman, Jim Gorman, Desired Results Developmental Profile, California Dept. of Education; Theory of Mind Development Chart, DeCurtis, Schryver-Stahly & Ferrer, CSHA Magazine, Fall 2003;Profile, California Dept. of Education; Theory of Mind Development Chart, DeCurtis, Schryver-Stahly & Ferrer, CSHA Magazine, Fall 2003;