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E-grāmata: Play and Social Skills for Children with Autism Spectrum Disorder

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Play and Social Skills for Children with Autism Spectrum DisorderPalielināt
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This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual childrens strengths and deficits.

Topics featured in this book include:









Naturalistic Teaching Strategies (NaTS) for developingplay and social skills. 

Teaching play and social skills with video modeling. 

Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. 

Visual Activity Schedules and Scripts. 

Parent-implemented play and social skills intervention.





Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.
1 More Than Just Fun and Games: Definition, Development, and Intervention for Children's Play and Social Skills
1(16)
Typical Social and Play Development
3(1)
Typical Play Skill Development
3(4)
Typical Social Skill Development
7(1)
Social and Play Behavior in Children with Autism Spectrum Disorder
8(3)
Play and Social Skills Can Be Taught
11(1)
Talk, Talk, and Talk Some More!
12(1)
Be Responsive to Verbalizations and Communicative Gestures!
12(1)
Summary Points
13(1)
References
13(4)
2 New Is Not Always Improved: Evidence-Based Practice in Play and Social Skills Intervention
17(16)
Brief History of the Evidence-Based Practice Movement
19(1)
Identifying Evidence-Based Practices for Children with ASD
20(2)
National Professional Development Center on Autism Spectrum Disorders
22(4)
National Autism Center's National Standards Project
26(1)
Autism Evidence-based Practice Review Group
27(1)
Summary of Three Evidence-Based Practice Reviews
27(1)
Factors that Influence Treatment Selection
28(2)
Summary Points
30(1)
References
30(3)
3 All Children Can Play: Prompting and Modeling Procedures to Teach Play to Children with Autism Spectrum Disorder
33(20)
Why Teach Play?
33(1)
A Behavioral Approach to Play
34(1)
Creating Play Programs for Children with ASD
34(1)
Types of Play with Toys
35(1)
Exploratory and Functional Play with Toys
35(1)
Imaginative and Pretend Play with Toys
36(1)
Categories of Pretend Play
36(1)
Solitary and Pretend Play
36(1)
Associative and Cooperative Play
37(1)
Group Play and Games with Rules
37(1)
How to Teach Play
38(1)
What to Choose
38(1)
Child-Preferred Toys, Activities, and Play Partners
38(4)
General Prompting Procedures
42(1)
Play Interventions
43(1)
Imitation to Teach Functional Play
43(1)
Independent Activities
44(2)
Cooperative Play
46(1)
Group Play
47(1)
Middle School-Aged and High School-Aged Children
48(1)
Conclusion
49(1)
References
49(4)
4 Keeping It Real: Naturalistic Teaching Strategies (NaTS) for Play and Social Skills with Children with Autism Spectrum Disorder
53(18)
Three Basic Components of NaTS
54(1)
Motivation
55(3)
Enhancing Generalization
58(3)
Specific Naturalistic Strategies that Work Well for Teaching Play
61(1)
Natural Language Paradigm (NLP)
61(1)
Pivotal Response Training
62(2)
Self-management
64(1)
Milieu Teaching Strategies
65(1)
Mand-Model
65(1)
Multiple Incidental Teaching Sessions (MITS)
66(1)
Conclusion
67(1)
References
68(3)
5 Lights, Camera, Action! Teaching Play and Social Skills to Children with Autism Spectrum Disorder Through Video Modeling
71(24)
Background Rationale for Video Modeling
71(1)
Visual Learning and ASD
72(1)
Visual Strategies and Video Modeling
73(1)
Video Modeling
74(2)
Empirical Support
76(5)
How to Do Video Modeling
81(1)
Video Modeling Readiness
81(1)
Choose a Target Behavior
82(1)
Operationally Define Target Behavior
83(1)
Task Analysis
84(2)
Script
86(1)
Models
86(1)
Scene Setup
87(1)
Filming
88(1)
Intervention
89(1)
Conclusion
90(1)
References
91(4)
6 Visualizing Success: Visual Schedules and Script Strategies for Teaching Play and Social Skills
95(12)
Background
95(1)
Modalities of Presentation of Intervention
96(1)
Visual Activity Schedules
97(1)
Scripts
97(3)
How to Do Scripts
100(4)
Conclusion
104(1)
References
104(3)
7 Want to Play? Peer-Mediated Intervention for Young Children with Autism Spectrum Disorder
107(22)
Background and Theoretical Constructs
107(3)
PMI Improves Outcomes for Children with ASD
110(2)
Peer Training
112(2)
PMI Strategies
114(3)
How to Implement Peer-Mediated Interventions
117(1)
Planning
117(6)
References
123(6)
8 The Power of Parents: Parent-Implemented Interventions for Young Children with Autism
129(26)
Background and Theoretical Constructs
130(1)
Family-Centered Approach
130(1)
Early Intervention
131(1)
Promoting Generalization and Maintenance of Learning
131(1)
Brief Literature Review
132(1)
Types of Parent-Implemented Interventions
132(2)
Teaching and Supporting Parents to Implement Interventions
134(1)
Training Structure
134(2)
Training Duration
136(1)
Training Procedures
136(1)
Additional Considerations
137(1)
Parent-Implemented Intervention Improves Child Outcomes
138(1)
Social Communication
138(3)
How to Use Parent-Implemented Intervention (Fig. 8.1)
141(1)
Evaluating the Fit of Parent-Implemented Intervention with Individual Families
141(1)
Selecting Child Outcomes
142(1)
Identifying Routines
142(2)
Training Parents
144(3)
Coaching Parents
147(1)
Conclusion
148(1)
References
148(7)
9 Conclusion: Play and Social Skills as Behavioral Cusps
155(7)
Treatment Without Play and Social Skills
156(1)
The Case of Jake
156(1)
The Case of Richard
157(1)
Developmental Trajectories and Behavioral Cusps
158(1)
Go to Preschool and Prevent Crime!
158(1)
Behavioral Cusps of Play and Social Skills
159(1)
Treatment with Play and Social Skills
160(2)
Conclusion 162(1)
References 162(1)
Index 163
Marjorie H. Charlop, Ph.D., BCBA, has dedicated her lifes work to helping children with autism and their families.  She is Professor of Psychology at Claremont McKenna College and Director of the Claremont Autism Center, her research and treatment center for children with ASD and their families. As a Licensed Psychologist, she also maintains a private practice and consultation services. Dr. Charlop has hundreds of professional conference presentations and publications in the field of autism and has been invited to provide workshops and lectures around the globe.  Her book, Naturalistic and Incidental Teaching Strategies for Children with Autism Spectrum Disorder is in its second edition. She has served as Associate Editor and on Editorial Boards on numerous behavioral, autism, and education related journals. Dr. Charlops research areas focus on the treatment of communication, motivation, social skills, and behavior problems. Using technology is among her newer research interests. Parent collaboration and education is among her primary areas of practice.  

Russell Lang, Ph.D., BCBA-D, is an associate professor of Special Education at Texas State University and a Board Certified Behavior Analyst-Doctoral Level. Dr. Lang is also the Executive Director of Texas State Universitys Autism Treatment Clinic. He earned a doctoral degree in Special Education with an emphasis in Autism and Developmental Disabilities from the University of Texas at Austin and completed a post-doctoral researcher position at the University of California in Santa Barbara. His primary research interests include teaching play and leisure skills, assistive technology, and the treatment of problematic behaviors in individuals with autism spectrum disorders. He is an associate editor of the Journal of Child and Family Studies and the Journal of Developmental and Physical Disabilities. 





Mandy Rispoli, PhD., BCBA-D, is an associate professor of Special Education at Purdue University and a Board Certified Behavior Analyst- Doctoral Level. Dr Rispoli is the Co-Director of the Purdue Autism Network. Dr. Rispolis research focuses on function-based assessment and interventions for challenging behavior in young children with autism spectrum disorder and on teacher professional development in the area of challenging behavior. 
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