The Incredible Years® Autisme

©The Incredible Years®
Incredible Years® (IY)
Parent & Teacher Autism Programs &
Incredible Beginnings Teacher Program
Carolyn Webster-Stratton Ph.D.

IY Building Blocks For Promoting
Children’s Social, Emotional & Academic Skills:
IY Parent Programs
2008/2017*
Revised Danish Baby Manual
Thank you
Sivi Sevenning
Ditte-Maria Marck Ravn
Barbara Palmer

Revised Danish Leader Baby Manual

Suppemental IY Parent Program
Innovations
2014 2012 20152004

IY Autism Spectrum Disorder (ASD) &
Language Delays Parent Program

Buzz/Brainstorm
All children with ASD are individuals:
Buddie Buzz: Share your experiences of the
general characteristics of children on the
autism spectrum

Some SIGNALS of Children with ASD
•Social interaction and verbal communication is
impaired with peers and adults
• Imagination, pretend play, ideas and creativity is
reduced & play is unconventional
• Gestures, express emotions and nonverbal
communication is limited
• Narrow range of interests, routines and repetitive
behaviors
• Affect withdrawn, unaware of others’ feelings, lack
of social smile, anxious
• Language delays, words out of context, echolalia
• Sensory responses are unusual

Buzz/Brainstorm
Buddie Buzz: Share your thoughts about
parent’s thoughts, feelings and experiences
parenting children on the autism spectrum.

• To increase parents’ confidence, reduce their stress
and promote their development of support systems.
• To promote more positive parent-child interactions,
attachment and parents’ understanding of their
children’s developmental needs.
• To support families to strategically interact with
children with ASD in ways that promote their
language skills, school readiness, emotional self-
regulation, social skills, empathy and positive
relationships.
IY ASD Parent Program Goals

IY ASD Program Delivery
• Offered as a 14-16, 2-hour weekly
sessions for parents of children (ages
2-5) with ASD
• Use supplemental vignettes with
the BASIC parent preschool program
when there are parents of children
with language delays and ASD in
parent group

• Child-directed Play Promotes Positive Relationships
• Pre-Academic & Persistence Coaching Promotes Language Development
• Social Coaching Promotes Friendship Skills
• Emotion Coaching Promotes Emotional Literacy
• Pretend Play Promotes Empathy & Social Skills
• Promoting Children’s Self-Regulation Skills
• Using Praise & Rewards to Motivate Children
• Limit Setting & Behavior Management
IY ASD Parent Program Content

How is the IY ASD Program Different from
the IY BASIC Parent Program?
• New vignettes depicting children with ASD and language delays
• Increased focus on coaching language development, imitation, sensory
routines, use of pretend play, and promoting self-regulation skills.
• Increased use of visual support schedules; choice, command and
feeling cards; and nonverbal signals
• Increased focus on the ABCs of behavior change and more explicit
teaching about prompting and spotlighting
• Individual tailoring of session practices according to children’s
language and play levels
• Reduced group size parent group

Incredible Years ® ASD Parent Program
Part 1: Child-Directed Narrated Play Promotes Positive Relationships
Vignette 1
Think about what is effective about the way the father
gets into his son’s attention spotlight?
Vignette 1: Father narrates Hudson’s Play

Vignette 1 Child-Directed Narrated Play

Child-directed Narrated Play
Vignette 6
How does this mother get in Emilia’s spotlight?
What is Amelia learning from this interaction?
Vignette 6: Imitation, Gestures & Face-to-face interaction

Vignette 6 Child-Directed Narrated Play

Child-directed Narrated Play
Vignette 7
What makes this father’s verbal and nonverbal gestures
so effective?
What is Hudson learning?
Vignette 7: Encouraging Verbal and Nonverbal Communication

Spotlighting
Part 1: Child-Directed Play Promotes Positive Relationships
• Get face-to-face contact and gain your child’s attention before talking
• Use simple, short sentences to narrate what child is doing, seeing & experiencing;
(limit instructions and questions)
• Wait and pause for your child’s turn to respond with a gesture, or word before
speaking again
• Listen, imitate, mirror and repeat your child’s sounds, gestures, behaviors & words
• If your child is just speaking one word, start by adding a second word. Keep it
simple, slow down, and build repetition
• Combine your words with gestures
• Narrate your child’s activities during daily routines such as mealtimes, bedtime,
dressing, teeth brushing

Spotlighting
Part 2: Pre-Academic & Persistence Coaching Promotes
Language Development & School Readiness
• Describe objects, actions, shapes, numbers, letters, colors, and positions of things
your child plays with; avoid questions
• Prompt your child to communicate by modeling words for him to copy
• Use new and more complex words to expand your child’s vocabulary even if you
know she won’t understand at first
• Chant, sing rhymes and teach body movements or gestures that go with song words
• Describe your own actions to your child
• Match real objects with words and pictures
• Praise your child for listening to you and for eye contact

Vignette 3: Coaching, Turn Taking and Sharing
What strategies does this father use to help his son learn
about turn taking? (Hudson balloon)
Part 3: Social Coaching Promotes Friendship Skills
Vignette 3

Incredible Years ® ASD Program:
Part 3: Social Coaching
Antecedant ~ get into child’s spotlight with
favourite activity or object to get child’s
attention (e.g., balloon, bubbles)
Behavior ~ prompt the behavior you are
encouraging
Consequence ~ give reward of activity, or
object and praise and mirror child’s words
and gestures
A B C

Part 3: Social Coaching
Vignette 8
Vignette 8: Using Sensory Physical Activities to increase Social
Interactions
How does this father use the Antecedant (spinning activity) to foster
communication?

Spotlighting
Part 3: Using Fun Sensory Physical Routines
to Motivate Social Interactions & Joint Play
When your child seems withdrawn, uninterested, unresponsive or bored you can
increase his energy and motivations as follows:
• Exaggerate your fun responses and gestures with big smiles, laughter, silly faces, tickles,
funny noises and bigger voices with more emotion; draw attention to your face
• Play games such as a peek-a-boo and name a hidden object, or finger play or build a fort
in your living room
• Determine your child’s favorite rhythmic song or physical game such as rough housing;
use song choice cards to help child make a song choice
• Surprise your child occasionally with variation of routine such as new sound, new verse
or steps
• Pause sensory routine often to prompt your child to signal you for what he wants next;
once you get signal (verbal or nonverbal) continue the game and pause again, waiting for
another signal
• Make sure you are not simply entertaining your child without requiring your child
to stay connected with you by responding

Part 4: Emotion Coaching
Promotes Emotional Literacy & Self-Regulation

Part 4: Vignette 4 Emotion Coaching
How does this father model and prompt his son’s
understanding of emotions?
Modeling, Naming and Prompting Emotion Language

Part 4: Emotion Coaching
Vignette 4

Spotlighting
Part 4: Emotion Coaching Promotes Emotional Literacy
• Describe your child’s feelings (don’t ask her what she is feeling)
• Label your child’s positive feelings more often than negative feelings
• When naming uncomfortable feelings such as frustration or anger, point out and praise a
coping strategy. E.g., “you look frustrated, but you are staying calm and trying again.”
• For nonverbal children, use visual pictures of feeling faces to help child share his feelings
or to show your own feelings
• Use puppets to share their own feelings or to comment on a child’s feelings
• Connect feelings to a positive social interaction. E.g., “your friend looks happy because
you shared your car with him.”

Part 5: Using Pretend Play to Promote Empathy
And Social Skills Vignette 5
How is this mother using puppets to
promote her daughter’s development of empathy?
Using Puppets to Promote Empathy

Spotlighting
Part 5:Using Pretend Play to Promote Empathy and
Social Skills
Use puppets to model, prompt and practice the following:
• Greeting another child
• Showing interest in child by asking, “What do you like to do?”
• Prompt your child to ask your puppet what s/he likes to do?
• Asking for help from your child
• Sharing an emotion. Prompt your child to ask the puppet what he is feeling.
• Sharing something with your child to promote joint play, e.g., “Would you like a turn
with my car?”
• Asking and then waiting for a turn.
If your child has no language to respond verbally, puppet still can model words and
respond to your child’s nonverbal responses.
Use a different voice for puppet character and then go out of role to praise your child or
your puppet for their social skills (e.g., waiting, taking turns, helping, giving eye
contact, responding, listening)

Using the Calm Down Thermometer with Children
What makes this father’s teaching of the calm down thermometer
effective?
Part 6: Promoting Children’s Self-Regulation Skills
Vignette 2

Tiny Turtle Helps Model Self-Regulation Skills
What is effective about mother’s use of the puppet to teach her
child some self-regulation skills?
Vignette 3

Spotlighting
• Keep using emotion coaching and feeling visual cards to build emotion literacy
• Practice calm down steps using Tiny Turtle puppet, books, games and calm down
thermometer
• Praise your child’s self-regulation skills such as staying calm, being patient, waiting a
turn, using words or gestures when frustrated, going into turtle shell
• Model and prompt your child to use words, feeling pictures, or puppets to express
feelings and needs
• Help your child to learn ways to self-regulate such as using special animal or blanket,
taking deep breaths, telling himself he can calm down, thinking about his happy place,
and solving a problem; use visual picture prompts to cue a child to take deep breaths or
take a break
• Model self-regulation skills yourself
• Use puppet to model self-regulation skills

Part 7: Using Praise and Rewards to Motivate Children

Think about whether this father’s approach is working and what
you would do next?
Part 8: Managing Misbehavior
Vignette 5B

Parent Reflections
About Autism Program

2015 20171995/2011
I Y Building Blocks For Promoting
Children’s Social, Emotional & Academic Skills:
Three IY Teacher Programs

Helping Preschool Children with Autism:
Teachers and Parents as Partners (3-5 years)

Helping Preschool Children with Autism:
Teachers and Parents as Partners (3-5 years)
• Promoting Language
Development
• Promoting Social
Interactions
• Promoting Emotion
Literacy and Self-
Regulation

• 4-6, 2-hour weekly sessions
• Offered to preschool teachers and/or parents with
children on the autism spectrum or with language delays
.
• Best offered to parents after they have completed the
14-16 week Autism Parent Program first.
• Best offered to preschool teachers after they have
completed the Incredible Beginnings or the Teacher
Classroom Management Program
IY Helping Preschool Children with Autism:
Teachers and Parents as Partners Program (3-5 years)

Goals
• To support families and preschool teachers to
strategically attend and play with children with ASD in
ways that promote their language skills, school
readiness, emotional self-regulation, social skills,
empathy and positive relationships.
• To develop support systems for parents and preschool
teachers that enhance their confidence and
understanding of the valuable role they play in promoting
these children’s optimal social, emotion, and cognitive
development.
IY Helping Preschool Children with Autism:
Teachers and Parents as Partners Program (3-5 years)

Part 1: Teachers Promoting Language Development
Vignette 6
1. What is effective about how this
teacher helps this boy learn joint play?
Encouraging Joint Play Sharing (blocks)

Teachers Helping Preschool Children with Autism:
Child-Directed Block Play Part 1 Vignette 6 (V-29)

Part 2: Teachers Promoting Social Interactions
Vignette 14
1. What are the possible benefits of using
this picture script with these boys?
Using Play Scripts to Promote Joint Play

Vignette 10
teacher sets up this practice?
2. What is the antecedant (A), desired
behavior (B) and Consequence?(C)
Teacher Directed Practice ~ Asking and Sharing

Vignette 12
teacher prompts language
communication?
Using Snack Talk Cards to Promote Language

Getting in Children’s Attention
Spotlight ~ Spotlighting

Teachers Classroom Management
Program

Teacher Classroom Management
Program Workshop Topics
6 full day workshops spread out monthly
• Nurturing positive relationships with students & parents
• Teacher attention, encouragement, coaching and incentive tools
• Preventing problems: proactive teaching tools
• Decreasing children’s inappropriate behavior
• Managing Misbehavior
• Promoting social skills, emotional literacy, problem solving, and academic
learning in the classroom

IY Teacher Programs Outcomes
• Increases in teacher positive behavior management
• Decreases in critical and harsh discipline
• Reduced child classroom aggression
• Increases in children’s social and emotional
competence
• Increases in children’s school academic success
• Increases in parent involvement in their children’s
education
• Added benefits when combined with parent program
Results from randomized controlled research trials by program
developer and independent researchers:

Incredible Beginnings: New Teacher
Program For Younger Age Groups

How is Incredible Beginnings Program
Different from TCM Program?
• Vignettes and training protocol specifically for toddlers (1-3 years)
• New vignettes for children 3-5 years with language delays and on the
autism spectrum
• Increased focus on toddlers; separation anxiety & ways to help parents
and children
• Focus on promoting language development and use of visual supports
and nonverbal signals
• Increased emphases on prompting, reading, and promoting self-
regulation skills
• Increased emphases on pretend play and use of puppets
• Focus on the ABCs of behavior change

Incredible Beginnings: Supporting
Children’s Early Development (1-5 years)
• Building Positive Relationships with Toddlers and Managing Separation Anxiety
• Promoting Language Development in Toddlers and Preschoolers
• Social Coaching with Toddlers and Preschoolers
• Emotion Coaching with Toddlers and Preschoolers
• The Proactive Teacher
• Positive Behavior Management for Toddlers and Preschoolers
• Working Collaboratively with Parents

Incredible Beginnings: Teachers Supporting
Children’s Early Development (1-5 years)
• Protocol for Toddlers (12- 30 months)
• Protocol for Preschoolers (3-5 years)
• Some topics include children with
developmental delays
• 6-7 monthly full day group workshops
(12-14 teachers/day care providers)
• Assignments given between workshops
• Coaching between workshops
* Same methods processes as TCM program

Program Two:
Promoting Language Development in Tweenies
Vignette 1
What is effective about how this teacher is
helping children learn language?
Descriptive Commenting: Snack Time

Incredible Beginnings Program Two:
Promoting Language Development in Toddlers
Vignette 17
What is effective about how this teacher
promotes language development?
Snack Time Menus

helps this toddler learn social skills?
Social Coaching on Play Ground
Incredible Beginnings Program Three:
Social Coaching with Toddlers
Vignette 13

Incredible Beginnings
Social Coaching with Toddlers Vignette 11
uses a puppet to teach a child a social skill?
Using Puppets to Teach Social Skills

Incredible Beginnings ~ Social Coaching with Preschoolers
Vignette 19 Drama Play
coaches drama play to encourage social joint play?
Using Drama Play to Teach Social Skills

Teacher Reflections

Supporting parents and teachers is
an investment in our children’s future
Thank you Denmark Team for this commitment!

Supporting parents and teachers is
an investment in our children’s future
Thank you Denmark Team for this commitment and
vision of the future!

The Incredible Years® Autisme

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Editor's Notes