Pick of the Week: NEW! “Smile & Succeed for Teens” by Kirt Manecke

A crash course in face-to-face communication, Smile & Succeed for Teens: Must-Know People Skills for Today’s Wired World provides teens and tweens with a quick, easy, and fun way to improve their social skills and job skills. This week, we’re discounting the book by 15%, so grab your savings by applying our promo code SMILE when you check out online or over the phone with us.

Developed by a team of teens, parents, and educators, the proven methods in Kirt Manecke’s book provide your kids with the people skills and confidence they’ll need throughout their lives. Whether your teen is looking for work, holding down a job, making friends, or taking part in leadership or service positions, Smile and Succeed for Teens will give them the education he or she needs to thrive.

Each lesson is presented in an entertaining style, with quips, tips, fun and informative illustrations and captions, and easy-to-adopt strategies that will teach your teenager the critical elements of good communication. Click here to read a guest blog post from Kirt on how he used strategies outlined in the book to improve the social skills of teens with autism at his local farmers’ market.

Check out this excerpt from the book — “Say Please and Thank You”.

In this book, your teen will discover how to:

  • Develop self-esteem and beat crippling social anxiety
  • Make new friends and speak with confidence
  • Sail through the most difficult of interviews for scholarships, programs, and jobs
  • Improve their school programs and community through effective fundraising
  • Succeed at work and stand out to their employer, and much, much more!

Smile & Succeed for Teens is an attention-grabbing, easy-to-use course that has already supplied thousands of teens with the skills to do better in school, develop meaningful relationships, and establish fulfilling careers. Don’t forget to use our promo code SMILE at the check-out this week to save 15% on this great new resource!

*Promotion is valid until July 19, 2016 at 11:59pm ET. Offer cannot be applied to previous purchases, combined with any other offers, transferred, refunded, or redeemed and/or exchanged for cash or credit. Different Roads to Learning reserves the right to change or cancel this promotion at any time. To redeem offer at differentroads.com, enter promo code SMILE at checkout.

“Guided Playdates” by Caitlin Reilly & Carole Deitchman

This week, we’re proud to partner with ASAT – Association for Science in Autism Treatment – to bring you this practical article on Guided Playdates. We will be periodically showcasing articles from our colleagues at the Association for Science in Autism Treatment (ASAT). To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!  In this piece, authors Caitlin Reilly, MA and Carole Deitchman, MA, BCBA discuss the importance of play dates while offering accessible information on planning an effective play date and selecting peers, as well as on data collection.

My child with autism is doing well in his academic programming, but I’d like to help him develop social skills with peers. He participates in play dates, but I often worry that we are not making the most of these opportunities. How can I help him learn to play with a friend?

Answered by Caitlin Reilly, MA, BCBA and Carole Deitchman, MA, BCBA

The importance of play dates

Fostering the development of play and social skills should be an essential component of any educational or home program for children with autism. Possessing these skills not only improves a child’s overall quality of life and ability to sustain relationships, but also enhances his or her ability to learn from others. Many children with autism often need direct and systematic instruction to learn these skills.
Girls Holding Hands

Parent-guided play dates can provide the structure and practice needed to help a child improve peer social skills and make friends (Koegel, Werner, Vismara, & Koegel, 2005). Play dates may be a more effective and rewarding social activity for your child if the following foundation skills are already in the child’s repertoire or are being currently targeted:

  • knowing how to tolerate, attend to, and imitate other children;
  • being able to communicate his or her wants and needs;
  • understanding simple directions;
  • taking turns; and
  • playing with a few age-appropriate toys and one or two simple games (Smith, 2001).

As you think about the types of activities that may occur during the play dates, make a list of the skills that your child will need to successfully play with a friend. It is often very helpful to teach these important skills with adults first (Leaf & McEachin, 1999), as an adult is more likely to reliably and favorably respond to your child than a peer might be. Many of the above listed skills are likely ones that your child is also working on in school, and your addition of practice opportunities at home will help your child generalize learning to other people and situations.

Planning an effective play date

In addition to empowering your child with an array of foundational skills, it is important to guide his play dates using evidence-based methods. These methods incorporate techniques that have been repeatedly shown to be effective through controlled, scientific research. For your child’s play dates, such methods include the use of motivational systems, the strategic use of reinforcement, and the use of systematically faded prompts. While the first few play dates may require a close adult shadow and contrived reinforcement for desired behavior (e.g. chips or candy), the goal is to systematically fade the adult’s proximity and prompts and foster the child’s contact with naturally occurring reinforcement (e.g. the enjoyment of playing a game or talking to a peer). Evidence-based methods also call for the collection of objective data to monitor progress.

In order to increase motivation during the play date, use toys and activities that are especially enjoyable for your child and his friend (Koegel et al., 2005). Motivation is essential for keeping both children engaged, and for maximizing your child’s learning. Your child will be more likely to ask his friend to play a game if he enjoys that game. Similarly, the peer may be less likely to engage with your child if he does not enjoy the play date activity. Taking turns in selecting activities or using a choice schedule of activities may help in this regard.

It is also important to identify specific skills that you want to teach your child during his play dates. These may include such skills as greeting friends, initiating an activity, or asking questions. For example, the first several play dates may focus on saying “Hi” and “Bye” to the peer and playing catch. As with other types of skill instruction, consider pre-teaching these play and social skills with adults or at home with a sibling. Your child may require significant prompting initially, so think about how you can fade those prompts as your child’s skills improve and how to provide plenty of practice opportunities across settings, activities and individuals. Once your child greets his friend with ease and independence, focus on teaching him more complex play skills such as asking questions (e.g. “How are you?” and “Do you want to play?”) and making comments while interacting with the peer (e.g. “This is fun!” or “This is my favorite game.”). Start with teaching simpler skills, and then build on those your child has already accomplished.

If your child has difficult behavior, make a plan for how to manage it and follow through during play dates. Your plan may include “preventative” strategies, such as limiting the duration of the play date, using visual supports (e.g., activity board), providing a break, or minimizing activities that are a source of obsession or possible angst. Do not be concerned so much about embarrassing your child as giving him the support and repeated practice opportunities that he needs to be successful (e.g., repeating an interaction in which eye contact was not exhibited). Consistent consequences are essential in order to decrease disruptive behaviors and to help your child successfully relate to his peers (Maurice, Green, & Luce, 1996).

Selecting peers

Potential play date peers should include boys and girls of different ages (Smith, 2001). The best peers for play dates are often open and responsive. That is, they provide ample opportunity for your child to learn; they ask questions, they respond with enthusiasm, and they exhibit patience as your child practices socializing. From a behavior analytic standpoint, we might view a peer’s response as reinforcement for your child’s response. So, if his peer is unresponsive, your child may be less likely to initiate with that peer again during future opportunities. Ask your child’s teacher or other school staff for peer suggestions, or ask the parents of neighborhood children whom you know. Peers that your child naturally comes into contact with on a regular basis, such as family members, are ideal for practicing social skills (Oppenheim-Leaf et al., 2012). It is important that your child’s peer and his or her parents know about your child’s unique behaviors and needs (Baker, 2003). Prepare them for what to expect, and ask the other parent for permission to give rewards during or after the play date. For example, the peer might be rewarded for asking your child a question or waiting patiently while your child responds. Reinforcing the peer for interacting with your child will motivate him to interact with your child more in the future.

Data collection

Taking data on your child’s progress is essential to ensuring effective teaching strategies. This process will help you set goals, monitor changes objectively, and alter your teaching methods if progress has stalled or declined. For example, if your child is not learning to say, “Hi” to his or her peer, you may need to increase motivation to learn, increase your level of assistance (such as providing a verbal model of the greeting), or consult with a qualified therapist for other suggestions.

The following is an example of a basic data sheet that can be created to track your child’s progress during each play date. The skills that you teach and the data you collect will vary depending upon your child’s individual needs and abilities.

Tommy’s Play Date Data Sheet

Date: 10/25/12
Peer: Kyle

  1. Says “Hi” to peer when prompted +
  2. Initiates activity with peer using photo prompt in activity schedule. – / + / + / + / +
  3. Instances of problem behavior (tally): 1
Tommy’s Play Date Data Sheet

Date: 11/2/12
Peer: Kyle

  1. Says “Hi” to peer when prompted +
  2. Initiates activity with peer using photo prompt in activity schedule – / + / + / + / +
  3. Instances of problem behavior (tally): 0

Conducting an effective play date

Set aside favorite snacks to use as rewards for your child during his play dates (Leaf & McEachin, 1999). It is best to save these special snacks for play dates only, as this will make your child more eager to earn them. During the play date, “shadow” your child by positioning yourself behind him in order to prompt initiations with and responses to his peer (Krantz & McClannahan, 1993). When your child demonstrates target behaviors (e.g., making eye contact with his peer) or is successful in relating to his peer (e.g., making eye contact and saying “Hi, Kyle.”), praise him (e.g., “Great job saying ‘Hi’ to Kyle!”), and give him a small piece of his favorite snack. As your child’s learning progresses and he demonstrates these skills independently, you should fade use of this shadowing technique, including use of your prompts and instruction, as well as reducing the delivery of snacks and social praise as rewards. Ultimately, your child’s behavior will be rewarded by playing and talking with his friend, rather than your delivery of verbal and edible praise. It may also be necessary to reinforce the efforts of the peer, particularly if your child is not cooperating.

Many children with autism learn new things by using activity schedules (Krantz & McClannahan, 1998). Therefore, it may be worthwhile to make a “play date schedule” that your child and his friend can follow. This might include pictures of the activities and/or peer. As your child learns, you can gradually fade out the schedule so that the play date becomes more natural. You might also arrange materials so that the children must work together to complete an activity (Koegel et al., 2005). For example, if making cookies, have one child hold the measuring cup while the other pours the ingredients.

When starting out, keep the play dates short rather than stretching them out as long as the child seems comfortable or until something goes awry (Smith, 2001). A five-minute-long successful peer interaction is better than a 30-minute one that ends in a disruptive outburst. It may take several play dates for your child to become comfortable with his peer, and it will take time for him to learn new skills. It may be helpful for your child to have play dates with one particular child until he demonstrates mastery (i.e., independence) of specific skills; then try teaching those play skills with another child.

Since the pioneering work of Dr. Ivar Lovaas (1981), who demonstrated how parents could teach important skills to their children with autism, we have learned many effective ways to teach social and play skills (Leaf & McEachin, 1999; Lydon, Healy, & Leader, 2011; Koegel, Werner, Vismara, & Koegel, 2005; Smith, 2001; Krantz & McClannahan, 1993; Krantz & McClannahan, 1998; Maurice, Green, & Luce, 1996). Consulting with a qualified specialist may be helpful for planning and implementing effective play dates, but remember, you are your child’s first teacher. By using these techniques during guided play dates you are not only teaching your child essential social and play skills, you are teaching him how to have more fun!

References

Baker, J. E. (2003). Social skills training for children and adolescents with Asperger Syndrome and social communication problems. Shawnee, MI, Kansas: Asperger Publishing Company.

Freeman, S., & Dake, L., (1997). Teach me language: A language manual for children with autism, Asperger’s syndrome and related disorders. Langley, BC: SKF Books.

Koegel, R. L., Werner, G. A., Vismara, L. A., & Koegel, L. K. (2005). The effectiveness of contextually supported play date interactions between children with autism and typically developing peers. Research & Practice with Severe Disabilities, 30, 93-102.

Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.

Krantz, P. J., & McClannahan, L. E. (1998). Activity schedules for children: Teaching independent behavior. Bethesda, MD: Woodbine House.

Leaf, R., & McEachin, J. (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books.
Lovaas, O. I. (1981). Teaching developmentally disabled children: The me book. Austin, TX: Proed.

Lydon, H., Healy, O., & Leader, G. (2011). A comparison of video modeling and pivotal response training to teach pretend play skills to children with ASD. Research in Autism Spectrum Disorders, 5(2), 872-884.

Maurice, C. Green, G., & Luce, C. (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Proed.

Oppenheim-Leaf, M. L., Leaf, J. B., Dozier, C., Sheldon, J. B., & Sherman, J. A. (2012). Teaching typically developing children to promote social play with their siblings with autism. Research in Autism Spectrum Disorders, 6(2), 777-791.

Smith, M. J. (2001). Teaching play skills to children with autism spectrum disorder: A practical guide. New York: DRL Books.

CITE THIS

Reilly, C., & Deltchman, C. (2013). Guided play dates. Science in Autism Treatment, 10(2), 18-20.

ABOUT THE AUTHORS

Caitlin Reilly, MA, BCBA currently works as a behaviorist for the Summit Public School District, and is concurrently working toward her PsyD in School Psychology at Fairleigh Dickinson University. She also serves as the Sponsorship Coordinator and is a media watch contributor for the Association for Science in Autism Treatment.

Carole Deitchman, MA, BCBA consults for families and school districts to help children with autism. She is completing her PhD research in applied behavior analysis by teaching children with interfering rituals and routines to self-manage their behavior.

ABOUT the Association for Science in Autism Treatment

We promote safe, effective, science-based treatments for people with autism by disseminating accurate, timely, and scientifically sound information; advocating for the use of scientific methods to guide treatment; and combating unsubstantiated, inaccurate and false information about autism and its treatment. Since autism was first identified, there has been a long history of failed treatment fads, levied on vulnerable individuals and their families. Many of these treatments have been too hastily adopted by professionals, sensationalized by the media, and embraced by consumers before evidence existed for their effectiveness or safety. Visit our website at www.asatonline.org and subscribe to our free quarterly newsletter at www.asatonline.org/newsletter/. Follow us on Facebook at www.facebook.com/ASATonline and on Twitter at @asatonline.

Pick of the Week: The Incredible Flexible You Preschool Curriculum

Help your young  learners develop the skills they need to be flexible social thinkers and problem solvers with the brand new Incredible Flexible You Curriculum: A Social Thinking Curriculum for the Preschool and Early Elementary Years. Because Social Thinking is a thought-based approach that is explicitly taught through describing and demonstrating concrete concepts through structured play, it is best utilized with students who have the capacity to learn through language. To help you get started on the Social Thinking curriculum with your early learner, we are offering a 15% discount* on your next order of The Incredible Flexible You Curriculum set. Just use promo code DRLTIFY1 at checkout!

In this curriculum, the authors describe the social development process in easy-to-understand terms. Students will learn about the social mind, social expectations, their own thinking, and that of others, to help them make better decisions. Better yet, teachers and caregivers will learn how to explain these abstract concepts to them.

Detailed instructional lesson plans, complete with Teaching Moment specifics, motivating in-classroom structured activities, educational plan goals, and learn-at-home family letters give educators and parents the knowledge and tools they need to help young children develop better social skills.

The set consists of a 200-page curriculum manual, 5 story books, a CD, and tote bag. This curriculum is specifically for use with children ages 4-7, as it combines a social learning framework used in schools with music and dramatic play activities that appeal to early learners. Play is the learning environment of young children, and this curriculum capitalizes on this idea.

Don’t forget – you can save 15%* on your set of The Incredible Flexible You Curriculum by applying our promotional code DRLTIFY1 at checkout!

*Offer is not valid on previous purchases or with any other offer. Promo code expires on April 1, 2014 at 11:59pm ESTBe sure there are no spaces or dashes in your code at checkout!

New Social Skills Book from Autism Partnership!

Crafting Connections: Contemporary Applied Behavior Analysis for Enriching the Social Lives of Persons with Autism Spectrum Disorder is here! This new book – out today – is one of the most comprehensive and easy-to-use guides available for teaching social skills to children and youth with ASD. The book teaches critically important skills in social awareness, communication, interaction, learning and relatedness.

The sub-skills, prerequisites, and methods of instruction are outlined for each area, making it clear and easy for teachers, clinicians and families to use and implement. The book addresses real world, relevant issues such as bullying, conversational development and social comprehension.

In case you’re not familiar with Autism Partnership, they have been teaching  the technique of contemporary Applied Behavior Analysis for more than 20 years. They have also edited the bestselling book A Work In Progress as well as It’s Time for School: Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders and Sense and Nonsense in the Behavioral Treatment of Autism: It Has to Be Said.

More than 13 well-known and respected authors contributed to making Crafting Connections a major work that teaches authentic, appropriate social skills to students with autism as they navigate the social world.