This document contains an agenda and notes for a language therapy session with a child named Atticus. The agenda includes reviewing language and play concepts, goal planning, therapy sessions, and discussion. The notes provide information on language development, the relationship between play and language learning, types of play, strategies for engaging children on the autism spectrum, and how to plan play-based therapy activities and goals.

1. Language Learning & PlayKelley C. Shirley, MCD, CCC-SLP February 11, 2011

4. 9:00 – 10:00 Review of Language and Play 10:00 – 10:15 Break 10:15 – 10:45 Goal Planning 10:45 – 12:00 Session with Atticus 12:00 – 12:30 Lunch 12:30 – 1:30 Review Videos/Discussion 1:30 – 2:30 Sessions with Atticus 2:30 – 3:00 Review

5. What is Language? A Set of Symbols that are used to represent and convey meaning between one human and another. What are some reasons we use language?

7. To Protest To Request To Get Attention To Express Feelings To Imitate To Greet To Label/Comment To Describe To Answer To Ask Questions

8. 3 Parts of Language Receptive Language Expressive Language Pragmatic Language

9. Steps Required In Language Learning Forming a Concept Testing the hypothesis Making a Generalization Matching words to their meanings Making comparisons Comprehending Body Language

10. SAY WHAT….????

11. How Can I Help You Decode? Repeat the phrase Slow Down the Phrase Gesture with the Phrase Emphasize Key Words Break Down the Sentence

12. 2 Important Tidbits A child is an active participant in the language learning process. This is not a passive acquisition. A child will only be able to talk and understand the concepts for which he has been exposed – Environmental Experiences

15. Language Happens When…….. Bath Time Meal Time Car Trips Caregivers Books Music PLAY, PLAY, PLAY

16. What is Play? Important to A Child’s Development Intellectually Socially Emotionally Physically Creatively

17. Cognitive Markers Required Object Permanence Means/End Functional Object Use Deferred Imitation Symbolic Play Combinatorial Play Use of Distal Gestures

18. A Matter of Intent Intent is the performance of a gesture, movement or task with the design of conveying a message to someone else Intent is the desire to communicate meaning Intent is a requirement for fostering social interactions

19. Preintentional (Birth – 8 months) Goal is to become oriented to the world To become oriented to stimuli Pre-symbolic Most everything is reflexive

20. NOTE To qualify as a communicative act, behaviors must be directed to another person

25. Early Intentional (8-12 months) Children begin to communicate with gestures Communications begin to be intentional Cognitively – imitates actions, object permanence, reacts in anticipation of events Receptively – Looks at objects mom looks at, responds to “no” and “bye”

26. Expressively – Syllabic babbling, communication games, intentional actions Socially – Responds to facial expressions, imitates arm movements, stacks, dumps objects, kisses, waves

29. Late Intentional (12-18 months) First Words appear Recognizable functions such as requesting, commanding, protesting, labeling, greetings become more evident

30. Late Intentional (12-18months) Cognitive – Begins to solve basic problems Receptive – Points to objects on command, follows basic commands Expressive – Gestures continues to accompany words and vocalizations; hi/bye routines Social – solitary play; common routines

32. Representational Thought (18-24 months) Symbolic Play emerges 2-word phrases begin Short sequences of events begins Some morphological markings appear

33. Representational Thought (18-24 months) Cognitive – Internalized problem solving begins; uses memory and symbols to represent actions/objects Receptively – Understands words when referent is not present; 2-step commands

34. Representational Thought (18-24 months) Expressively – Semantic combinations begin, asks basic questions; rapid acquisition of vocabulary Socially – Parallel play; talks to self; simple make-believe schemes

36. Types of Play Functional Play Constructive Play Dramatic Play Play with Rules Solitary Play Parallel Play Associative Play Cooperative Play

37. Solitary Play 12-18 months Common routines Time of first words Regulates other’s behaviors More symbolic

38. Symbolic & Parallel

39. Associative Play (3-4 years)

40. Cooperative Play (4-6)

41. Play & ASD May be repetitive with intense fixations on one small part of the object. These fixations may take the place of exploring cause/effect When choosing play schemes, think about toys/objects that have similar functions to those that provide interest to the child’s stimulatory behaviors

42. Play and ASD Try a mix of repeated play experiences combined with something novel Know when to Observe, Participate, Initiate, Imitate or Intervene

43. Follow His Lead Don’t worry about always being the teacher Don’t be strictly data driven Be flexible to the situation Watch carefully for any form of spontaneous communication Be a Responsive Partner

44. OWL – Hanen Program O – Observe the child. Learn to recognize even the smallest attempts to interact Observe focus of attention, facial expression , body language, pitch/duration of sounds, rate of breathing, state of alertness

46. Be sure to give him the opportunity to respond in any way

48. WASSD (Dr. Simpson, AU) Wait Ask Say (My personal addition for children using any form of vocalization: Ask Again) Show Do

49. Body Position Face to Face Lie on your tummy Give your child the chair and you sit in the floor Body Positioning and facilitating Eye contact

50. Continuing the Conversation Imitate what the child is doing in play Interpret what the child would say if he could. E.g., “Airplane fly.” Comment on the child’s action Take a Turn- a “turn” can be a look, gesture or sound. It may even be as subtle as a breath.

51. Continuing the Conversation Raise your eyes, smile, nod of the head, silently mouth “your turn” or what the child should do/say, lean towards the child, point directly Saying “your turn,” use a question intonation, change a question to a statement, shorten the message

52. Adding Language Verbally interrupt what he would say Imitate the communicative attempt Gesture with the interpretation Use intonation and emphasize target words Add a functional word to the mix E.g., “You want JUMP. MORE JUMP. You want MORE JUMP”

53. When It’s Hard to Engage Create high-interest activities Recognize and accept ANY form of communication Imitate any actions/sounds the child gives Interpret the child’s behavior Repeat pleasurable routines

54. Planning Activities Take inventory of what activities the child enjoys and is successful: music, spinning wheels, jumping, etc. Include familiar play schemes when introducing a new one Allow him to choose between two play activities

55. Motor Imitation Using Toys Putting the doll to sleep, eat, jump, etc. Push the car Pretend to sleep on a pillow Shake a fan Fly a plane Jump on different targets

56. Adding Nonspeech Sounds Blowing Smacking Lips Cry Sounds Sneezing Animal sounds

57. Dr. Prizant’s Priorities Functional, spontaneous communication Social instruction in various settings Teaching of play skills with appropriate toys and play with peers Generalization and maintenance of cognitive goals

58. Positive approaches to address problem behaviors Functional academic skills when appropriate

59. Visual Aspects ALWAYS important for children; especially children with ASD Visuals may assist in choosing between two objects with which to play They may assist with assisting him with knowing FIRST/THEN May assist with more spontaneous use of language

60. Unconventional Verbal Behaviors Immediate Echolalia May serve a variety of communicative and cognitive functions May be produced with or without evidence of communicative intent

61. Setting Play Goals Activity 1: Animals and Food px Social goal: Feeding the food px to animals 50% of the time How: WASSD Communication goal: S verbal requests How: WAS(Ask Again)SD Academic goal: S use of verbs How:Modeling, Prompting

62. Westby, Carol E., (1980) Symbolic Play Scale Check List The Michigan Decision-Making Strategy for Determining Appropriate Communicative Services……N.W.Nelson, Silbar and Lockwood (1981) Communicative Temptations from Wetherby and Prizant (1989) Children’s Health System; The Charity League Hearing and Speech Center for Children Watson, Claire & Weitzman, E.; “It Takes Two to Talk” Hanen Program; Revised 2000 Wetherby, A.M., & Prizant, B.M., (1993). Journal of Childhood Communicative Disorders, 15