National Speech, Language and Hearing Association Annual Conference Communication, Socialization and I magination Supporting Children and Teens on the Autism Spectrum Pamela Wolfberg, Ph.D. www.AutismInstitute.com
Session Highlights Nature of Peer Play and the Autism Spectrum Patterns of social and symbolic activity Importance of Peer Play Experiences Developmental, socio-cultural and human rights perspectives Lessons from the Integrated Play Groups TM (IPG) Model Evolution of research and practice in the “real world”
Nature of Peer Play and the Autism Spectrum Patterns of Social and Symbolic Activity
Are these scenes familiar?
What about these scenes… are these also familiar?
What challenges do children on the autism spectrum experience in peer play?
Challenge of Learning and Development Delays or differences in acquiring capacities for social engagement, play and imagination
Patterns of Social Activity Spontaneous seeking to share enjoyment, interests Social and emotional reciprocity Developing peer relationships appropriate to developmental level DSM-IV-TR: American Psychiatric Association, 2000
Social Play Styles Aloof Passive Active-Odd (Wing & Gould, 1979)
Patterns of Symbolic Activity Lack of varied, spontaneous make- believe play or social imitative play appropriate to developmental level Restricted repetitive and stereotyped patterns of behavior, interests and activities DSM-IV-TR: American Psychiatric Association, 2000
Hallmarks of Autism Associated with Play Reciprocal Social Interaction Imagination Communication Mindblindness Joint attention Play “Theory of Mind” Social Imitation Weak Central Socioemotional Coherence Reciprocity Executive Function Sensory Regulation Enactive Mind Rituals- patterns of behavior, (Embodied Experience) activities, interests
Challenge of Opportunity Little or no time devoted to peer socialization and play Peer socialization and play not valued as legitimate activity Priority given to highly structured, adult- directed activity (academics, therapies)
Challenge of Appropriate Support Lack of adequate means to help children learn how to socialize and play with peers Caregivers/professionals have limited knowledge, skill and experience
Challenge of Exclusion from Peer Culture Peers neglect and/or reject children who do not fit into perceptions of what is “normal” or acceptable Misinterpret and overlook children’s subtle, overt or unusual attempts to initiate peer play
Importance of Peer Play Experiences Developmental, Socio-cultural and Human Rights Perspectives
Characteristics of Play Pleasurable Active engagement Spontaneous, voluntary, intrinsically motivated Attention to means over ends Flexible and changing Non-literal (“as-if”) orientation
Socio-Cultural Influences Cultural / Societal Community School Peers Family Child Adapted from Bronfenbrenner’s Ecological Systems Model(1977)
Research shows that play promotes…
Research shows play promotes… Sensory motor development Cognitive development Social competence Language development Literacy (reading and writing) Emotional/affective development Creative/artistic expression
Play is the Culture of Childhood Play culture reflects the unique social and imaginary worlds children create together Play most highly valued social activity Collective identity distinct from that of adult social worlds Living folklore in rituals, narratives and creations passed from one generation to next Corsaro, 1992; Mouritsen, 1996 Wolfberg, et al, 1999
Play is universal… Children play from all walks of life Children are drawn to play together Play props and themes reflect the tools, life activities, rituals of society and culture Optimal conditions for play Key person, places, time, props Children strive to play, even in the face of misfortune
The Child’s Right to Play 1948, United Nations Declaration of Human Rights (Principle 7) The child shall have full opportunity for play and recreation, which should be directed to the same purpose as education; society and public authorities shall endeavor to promote the employment of this right. 1989, UN Convention on the Rights of the Child (Article 31) …every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.
Play is a Path to Inclusion
Lessons from the IPG Model Evolution of research and practice in the “real world”
Philosophy Practice Theory Research
Progression of IPG Model IPG model originated as a pilot project in an urban elementary school with the aim of guiding children on the autism spectrum to play and socialize with typically developing peers The model has since transformed in an effort to keep pace with rapidly expanding knowledge about ASD and two decades of related research and practice
IPG Model Objectives Foster spontaneous, mutually enjoyed and reciprocal play among children on autism spectrum (novice players) and typical peers (expert players) Expand / diversify each novice player’s social and symbolic play repertoire Enable novice and expert players to mediate play activities with minimal external adult guidance Promote empathy, understanding and acceptance of diverse ways children communicate, relate and play
Research To Date… Wolfberg, 1988 Wolfberg, 1994 /1999; 2009 Wolfberg & Schuler, 1992 Wolfberg & Schuler, 1993 O’Connor, 1999 Zercher et al., 2001 Yang, Wolfberg, et al, 2003 Mikaelan, 2003 Lantz, Nelson & Loftin, 2004 Richard & Goupil, 2005
Research to Date… Series of small scale studies focused on diverse Ages (3-11 years) Geographic locations (urban US, rural US, Canada, Taiwan) Settings (school, home, community) Degree affected (mild, moderate, severe) Perspectives (parents, typical peers and children with autism) Methodologies (Quantitative and qualitative methods) Majority small sample single subject (3 – 4 cases) Ethnographic/longitudinal
Current Research Projects Wolfberg, Turiel & DeWitt Large-scale research on Integrated Play Groups supported by Autism Speaks randomized control study design Parallel study focused on typical peers Julius & Wolfberg Integrated Play and Drama Groups supported by Alexander von Humboldt Foundation TransCoop research in U.S. & Germany Small case analyses Integrated Play and Drama Groups with children and adolescents
Just Released… Autism Standards Project Report Integrated Play Groups TM Model rated among peer interventions as “established practice” www.NationalAutismCenter.org
Autism Institute on Peer Relations and Play To advance training, research and development efforts to establish inclusive peer socialization programs for children with autism worldwide Global Outreach Australia Canada China Denmark Germany Holland Indonesia Ireland Philippines Taiwan Thailand Turkey United Kingdom
Extensions of IPG Model Friend 2 Friend model & IPG Heather McCracken Friend 2 Friend Social Learning Society, Vancouver B.C. IPG & Sensory Integration Rebecca Berry, Glenda Fuge & Pam Richardson Developmental Pathways for Kids with San Jose State University Integrated Drama Groups Henri Julius and Adriana Schuler University of Rostock, Germany David Neufeld SFSU-UC Berkeley Joint Doctoral Program Integrated Social Teen Groups Kristen Bottema SFSU-UC Berkeley Joint Doctoral Program Integrated Video/Film/Animation Groups Tara Tuchel IPG Model Program, Hudson, Wisconsin Nate Yates Marin Schools/Autistry Studios, CA
Key Features of IPG Model
IPG Mission To provide a haven for children to create genuine play worlds together where they may reach their social and imaginative potential, as well as have fun and make friends...
IPG Model in a Nutshell Tailored to individual child Small stable groups Ongoing, regular meetings Natural play settings Preparation of players Predictable session structure Center activities around mutually engaging materials, activities and themes Guided participation system of support
Phases of the IPG Model Phase I: Embracing the Spirit of Play IPG Conceptual Foundation Phase II: Setting the Stage for Play IPG Program and Environmental Design Phase III: Observing Children at Play IPG Assessment Phase IV: Guided Participation in Play IPG Intervention
Designate a time and place for peer groups to meet on a regular and frequent basis Natural integrated school, home, community settings Create a safe, familiar, inviting space to socialize and play
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