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P R E S E N T E D B Y :
R O S A E . P A T T E R S O N , M S B C B A
E X E C U T I V E D I R E C T O R &
A U T I S M S P E C I A L I S T
A U T I S M B E H A V I O R S E R V I C E S , I N C .
Putting FUN into Play Dates!
Objectives for Today
The presentation will discuss prerequisite skills, identifying peers, and organizing the play date.
Play dates can be FUN and successful for children of all levels.
Autism as Behavioral Excesses and Deficits
Excesses: Echolalia, stereotypy, ritualistic behavior, tantrum behavior, and aggression toward self, others, or objects
Deficits: Cognition, language and communication, play, socialization, self-help, fine motor (can be in any or all areas of development)
Prerequisites for Play Dates: Problem Behaviors
Problem behaviors such as aggression, stereotypical behaviors, and tantrum behavior should occur at low rates and duration
If problem behaviors such as the ones noted above do occur be sure that a behavior plan has been outlined prior to the play date to address these behaviors in a way that supports the child and reduces stigmatization
Stay calm and move on when the child is able
Prerequisites for Play Dates-Language
Receptive Language:
-Will respond to instructions
-Has good imitation skills (chains, follow the leader)
-Labels (objects, colors, shapes)
-Matching
Expressive Language (Visuals or Written):
-will respond to simple questions (conversation q & a)
-Statement/Statement (my turn, your turn)
-Statement/Statement/Question or Multiple Question-not necessary initially
-Commenting (e.g., “I got 3.”)
• Prerequisites for Play Dates: Toy Play
Basic toy play (ball play, puzzles)
Board games
Art Skills
Turn-taking games/activities
Parallel play
Interactive play/Cooperative Play
Prerequisites for Play Dates: Other
-Can follow an activity schedule or move through play stations/centers for transitions (may use visuals here)
-Can share
-Toilet Trained (not an absolute)
Selecting a Peer
Who do you select? Use a sibling who is close in age or even a bit older as practice for
having a play date
Qualities to consider of the peer:
slightly bossy, persistent, demonstrated interest in child, age appropriate to skill/language level of child, appropriate model for language/behavior
Select one (1) peer to start and then move to two (2) or more peers when the child is ready for more group oriented activities
Staffing
Ideally you want to have at least 2 adults present; these can be:
-Moms and Dads
-ABA staff
-Other knowledgeable family members
Rationale for 2 adults:
One adult can support the child with ASD while the other is attentive to the peer’s needs
Adults should only step in if necessary to facilitate the social interaction; at times it may be necessary for the adult to insert themselves into the play date to get things moving along, however they should remove themselves as soon as they are able too and allow for the peer interaction to be as organic as possible
Structure: Duration
The play date should be scheduled for minimally 60 minutes and not more than 2 hours.
Generally 90 minutes seems to be a good duration of time
Structure the play date into 15-20 minute increments with snack and outside play being slightly longer
Structure: Organization
Use an activity schedule that outlines activities that both children may like
Be sure to give each child a turn to choose what they want to do, alternating activities, and post on the activity schedule what will be taking place.
Have plenty of activities available as back ups in the event the children change their mind
If you do not use an activity schedule then set up play stations/centers around the home where specific activities will take place so it is predictable for the children
Use either a timer to signal transitions or use warnings to alert the children that a change is coming
Structure: Organization
Play Date 1: In your home-Focus on the following
Make the play date FUN by incorporating preferred toys and activities that are appealing to the peer; therefore be sure to get a list of items from the peer’s parents prior to the play date
Play date should last generally about 1 hour
Target parallel play (art projects, follow the leader, Legos, block building, puzzles, figurines, cars, trains, play doh, etc.)
At the midpoint go outside and do a motor activity such as swinging on swings, jumping on trampoline, painting, side walk chalk, etc.
End with a snack
Structure: Organization
Play Date 2: In your home-Focus on the following while including items from play date 1
Move toward interactive play (e.g. work on one puzzle together, simple board games, tag, Simon Says, Hide and Seek)
Begin incorporating and encouraging appropriate language associated with level of play engaged in via modeling of the skill (e.g., commenting on board game, asking a question, congratulating the peer, giving a compliment)
Add a story time if age appropriate
Go outside about midway through play date, see slide above
End with a snack
Structure: Organization
Play Date 3: In your home-Focus on continuing to build and sustain social interactions, possibly go into the community, i.e. the park
More interactive activities requiring greater conversation if appropriate e.g., go fish, red light-green light, Mr. Wolf, Simon Says
Target increased conversational skills if appropriate to do so
Possibly begin community-based trips, in lieu of going outside
End with a snack
Structure: Organization
Play Date 4-In your home or in the community
More complex interactions involving pretend-imaginary play, scripted play which involve increasing amounts of language.
Continue to target increased conversational skills
Prompt child to initiate conversation if necessary and able to do so
Community-based trips planned with one (1) or more peers
General Considerations
Preparation is key-all activities should be planned before the peer arrives-This is what will make the play date FUN!
Have back-up activities (in case peer doesn’t like activities).
Keep activities short initially (max. of 15 mins.) and increase length of activities gradually.
Be sure you are teaching and using “kid-like” language familiar to peer
Length of sessions gradually increases to ~2 hours max.
General Considerations
Begin with 1 play date per week and then increase to 2 play dates per week with different peers;
Rely more heavily on structured activities with discrete steps initially and loosen structure as child is able; remain on any play date phase (1-4) as long as necessary; the goal is for the child and peer to have fun!
Continue to identify possible peers and have back-ups if re-scheduling becomes necessary. It is important to expose your child to different peers for generalization purposes
Have FUN!!!
Questions
Resources
McClannahan, L.E. & Krantz, P. J. (1999). Activity Schedules for Children with Autism: Teaching Independent Behavior. Bethesda, MA:Woodbine House.
Weiss, M. & Harris, S. (2001). Reaching Out, Joining In; Teaching Social Skills to Young Children with Autism. Bethesda, MA:Woodbine House.
Resources
Future Horizons-Resources and Materials
www.FutureHorizons-autism.com
Special Needs Project-Resources and Materials
www.specialneeds.com