Teaching Children to Talk About Experiences to Establish Social Interaction Skills
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4/20/09
Teaching Children to Talk About Experiences to Establish Social Interac:on Skills
James W. Partington, Ph.D., BCBA-D Behavior Analysts, Inc.
© 2009 Behavior Analysts, Inc.
Au$sm
Qualita$ve Impairments in 3 areas:
•
Language Social interac$ons Restricted range of interests/ac$vi$es
•
•
Main Issue
•
Happy children Acquisi$on of as many skills as possible
•
1
4/20/09
Big Issues
•
Language Skills
•
Mo$va$on
Good News!
• We can oKen teach cri$cal language skills • We can oKen arrange for a child to be mo$vated to want to interact with others
Friendships
•
Involves repeated enjoyable social interac$ons with others
2
4/20/09
Social Interac$on
Usually involves: • A child talking about his daily experiences, interests & desires • Asking others for informa$on about their ac$vi$es, interests & desires
Social Interac$on
Also involves: • GeRng enjoyment from the interac$on – • So that he will want to con$nue to have similar interac$ons in the future (reinforcement)
Mo$va$on to Interact
Why interact with others? • Because it results in a beWer situa$on at this moment in $me! • Reinforcement is the key
3
4/20/09
Reinforcement Issues
• What reinforcers are already available? • Why would it be beWer to interact than to keep to himself? • What typically happens when he aWempts to interact with others
Reinforcement History
• Need to develop a history of posi$ve reinforcement associated with interac$ng with others
Language Skills Issues
• Understand what others are saying? • Can he let his needs & wants be known? • Can he talk about items & events that aren’t present? • Can he tell what others like?
4
4/20/09
Early Interac$on Skills
• • • • • • Looking at others Physically approaching others Remaining with others Promp$ng others to come with them Promp$ng others to get reinforcers Allowing others to guide his behavior
More Advanced Social Skills
• Gree$ng others • Asking others for items, ac$vi$es & aWen$on
– Adults – Peers
• Offering reinforcers to others • Joining on‐going ac$vi$es
More Advanced Social Skills
• AWends to peers’ behavior that iden$fies their interest in items & ac$vi$es • Deliver a message to others • Breaking into conversa$ons • Tells about his ac$vi$es
– Current – Past – Future
• Asks for informa$on • Converses about a topic
5
4/20/09
Recep$ve & Expressive
•
Insufficient analysis of variables Blends useful dis$nc$ons “Expressive” describes several different types of language behavior
•
•
“Expressive” Responses
A
Want dinosaur See dinosaur Hear “dinosaur” “play with”
B
“dinosaur” “dinosaur” “dinosaur” “dinosaur”
C
Receive dinosaur (mand) Praise (tact) Praise (echoic) Praise (intraverbal)
ABLLS‐R
• Criterion Referenced Assessment • Basis for a Curriculum • Skills Tracking System
6
4/20/09
TASK G 2
SCORE
TASK NAME
QUESTION If you ask "What is that?" with a common item present, will the student identify the item?
CRITERIA 4= 100 or more labels of items and can identify several different examples (including novel examples) of most of those items, 3= 50 labels of at least one example of the item, 2= 10 labels, 1= 5 labels
0 1 2 3 4 Labels common 0 1 2 3 4 objects 01234 0 1 2 3 4
4 Years‐ 9 Months
Inclusion FSC
7
4/20/09
AWending to Others
• We teach children to describe items and ac$ons they observe (tact) and answer ques$ons about daily ac$vi$es (intraverbal) • We also need to have them aWend to and describe what they observe about others
8
4/20/09
AWending to Others
• Need to be able to describe (tact) aspects of others
– Physical aspects (hair color, glasses, etc) – What they are wearing – What they eat for lunch – Typical free‐$me ac$vi$es/toys they are using
Tac$ng/Expressive Labels
• Describe items, ongoing ac$vi$es, people that are present • “Tell me about…
– …Jim – …this room (bedroom) – …what’s happening (birthday party)
Mul$ple responses to a single ques$on
Manding/Asking for Informa$on
• It is important for the child to be able to get informa$on about others • Needs to be able to:
– Ask what others like to do, eat, watch (DVD) – Ask others about their family – Ask about what others have recently done or will do in the near future
9
4/20/09
Intraverbals
• Describe items, ongoing ac$vi$es, people that are no longer present • “Tell me about…
– …Jim – …the bedroom – …what happened at the birthday party
Mul$ple responses to a single ques$on
Intraverbals (Con$nued)
• Tell me about Jim
– What he looks like – How he knows him (from school) – What he likes to eat – The DVD he likes to watch – The ac$vi$es he likes to do – Ac$vi$es he doesn’t like to do – Ac$vi$es they’ve done together
Specific Strategies
• Teach child to tact/label aspects of a specific person
– Tell me about Jim (with Jim present)
• Physical aspects (hair color, glasses, etc.) • What he is wearing (describe clothes) • The toys he is playing with or ac$vi$es he is doing • What he is ea$ng for lunch
10
4/20/09
Specific Strategies (Con$nued)
• Teach child to tact/label what others are doing (while they are present)
– Tell who:
• Is siRng next to him at lunch • Has brown hair • Is wearing glasses • Is wearing blue shirt • Is playing in the sandbox • Is ea$ng a sandwich for lunch
Specific Strategies (Con$nued)
• Teach child to ask others about themselves (Mand for informa$on)
– Ask others:
• Movie/DVD they like to watch • What they like to eat • Where they like to go • What they like to do (play ac$vi$es)
Specific Strategies (Con$nued)
• Teach child to talk about others (Intraverbal)
– Tell me about Jim:
• He goes to my school • He has brown hair and wears glasses • He likes to watch Dora the Explorer • He likes to drink apple juice • He likes to play with dinosaurs • He doesn’t like peanut buWer • He doesn’t like to play in the sandbox
11
4/20/09
Specific Strategies (Con$nued)
• Teach child to answer ques$ons about others (Intraverbal)
– Who…:
• goes to your school? • has brown hair (at school)? • wears glasses? • likes to watch Dora the Explorer? • likes to drink apple juice? • likes to play with dinosaurs? • doesn’t like peanut buWer? • doesn’t like to play in the sandbox?
Planned Ou$ngs
• Arrange for an ou$ng with a peer
– Fun ac$vity (amusement park, zoo, beach) – Invite someone who would like the ac$vity, is coopera$ve, and has good language skills
Planned Ou$ngs
Prior to event talk about: – where he will be going – who will be going with – when he will be going – what will do, see… (intraverbal)
12
4/20/09
Planned Ou$ngs
– During the event talk about what is happening – Get the child to talk about all aspects of the ac$vity
• we’re going to ride on the…., • we’re riding on the…., • we rode on the…. • When he did specific ac$vi$es….. (aKer we ate…..)
– Unusual events that occur (dropped popcorn) – Have someone take lots of pictures of the event!
Planned Ou$ngs
– During the event have him talk about the peer – What the peer is doing – What the peer enjoys – What the peer didn’t enjoy
Planned Ou$ngs
During the event have him verbally interact with the peer When he wants to go on a specific ride: “need to ask Jim to go with you on the ride” When wants something to eat: “ask Jim if he wants to get something to eat”
13
4/20/09
Planned Ou$ngs
During the event have him talk to you about the peer – Where the peer is when he leaves (bathroom) – What the peer is doing – What the peer enjoys/didn’t enjoy – What the peer says he doesn’t want to do – What the peer is ea$ng
Planned Ou$ngs
– AKer the event – Print pictures of the event and make into a booklet – Discuss all the aspects you had him discuss during the event while looking at the pictures (tact) – Later, have him tell you about those same aspects without looking at the pictures (intraverbal)
Behavior Analysts, Inc.
behavioranalysts.com 925- 210-9370
14
4/20/09
Teaching Children to Talk About Experiences to Establish Social Interac:on Skills
James W. Partington, Ph.D., BCBA-D Behavior Analysts, Inc.
© 2009 Behavior Analysts, Inc.
Au$sm
Qualita$ve Impairments in 3 areas:
•
Language Social interac$ons Restricted range of interests/ac$vi$es
•
•
Main Issue
•
Happy children Acquisi$on of as many skills as possible
•
1
4/20/09
Big Issues
•
Language Skills
•
Mo$va$on
Good News!
• We can oKen teach cri$cal language skills • We can oKen arrange for a child to be mo$vated to want to interact with others
Friendships
•
Involves repeated enjoyable social interac$ons with others
2
4/20/09
Social Interac$on
Usually involves: • A child talking about his daily experiences, interests & desires • Asking others for informa$on about their ac$vi$es, interests & desires
Social Interac$on
Also involves: • GeRng enjoyment from the interac$on – • So that he will want to con$nue to have similar interac$ons in the future (reinforcement)
Mo$va$on to Interact
Why interact with others? • Because it results in a beWer situa$on at this moment in $me! • Reinforcement is the key
3
4/20/09
Reinforcement Issues
• What reinforcers are already available? • Why would it be beWer to interact than to keep to himself? • What typically happens when he aWempts to interact with others
Reinforcement History
• Need to develop a history of posi$ve reinforcement associated with interac$ng with others
Language Skills Issues
• Understand what others are saying? • Can he let his needs & wants be known? • Can he talk about items & events that aren’t present? • Can he tell what others like?
4
4/20/09
Early Interac$on Skills
• • • • • • Looking at others Physically approaching others Remaining with others Promp$ng others to come with them Promp$ng others to get reinforcers Allowing others to guide his behavior
More Advanced Social Skills
• Gree$ng others • Asking others for items, ac$vi$es & aWen$on
– Adults – Peers
• Offering reinforcers to others • Joining on‐going ac$vi$es
More Advanced Social Skills
• AWends to peers’ behavior that iden$fies their interest in items & ac$vi$es • Deliver a message to others • Breaking into conversa$ons • Tells about his ac$vi$es
– Current – Past – Future
• Asks for informa$on • Converses about a topic
5
4/20/09
Recep$ve & Expressive
•
Insufficient analysis of variables Blends useful dis$nc$ons “Expressive” describes several different types of language behavior
•
•
“Expressive” Responses
A
Want dinosaur See dinosaur Hear “dinosaur” “play with”
B
“dinosaur” “dinosaur” “dinosaur” “dinosaur”
C
Receive dinosaur (mand) Praise (tact) Praise (echoic) Praise (intraverbal)
ABLLS‐R
• Criterion Referenced Assessment • Basis for a Curriculum • Skills Tracking System
6
4/20/09
TASK G 2
SCORE
TASK NAME
QUESTION If you ask "What is that?" with a common item present, will the student identify the item?
CRITERIA 4= 100 or more labels of items and can identify several different examples (including novel examples) of most of those items, 3= 50 labels of at least one example of the item, 2= 10 labels, 1= 5 labels
0 1 2 3 4 Labels common 0 1 2 3 4 objects 01234 0 1 2 3 4
4 Years‐ 9 Months
Inclusion FSC
7
4/20/09
AWending to Others
• We teach children to describe items and ac$ons they observe (tact) and answer ques$ons about daily ac$vi$es (intraverbal) • We also need to have them aWend to and describe what they observe about others
8
4/20/09
AWending to Others
• Need to be able to describe (tact) aspects of others
– Physical aspects (hair color, glasses, etc) – What they are wearing – What they eat for lunch – Typical free‐$me ac$vi$es/toys they are using
Tac$ng/Expressive Labels
• Describe items, ongoing ac$vi$es, people that are present • “Tell me about…
– …Jim – …this room (bedroom) – …what’s happening (birthday party)
Mul$ple responses to a single ques$on
Manding/Asking for Informa$on
• It is important for the child to be able to get informa$on about others • Needs to be able to:
– Ask what others like to do, eat, watch (DVD) – Ask others about their family – Ask about what others have recently done or will do in the near future
9
4/20/09
Intraverbals
• Describe items, ongoing ac$vi$es, people that are no longer present • “Tell me about…
– …Jim – …the bedroom – …what happened at the birthday party
Mul$ple responses to a single ques$on
Intraverbals (Con$nued)
• Tell me about Jim
– What he looks like – How he knows him (from school) – What he likes to eat – The DVD he likes to watch – The ac$vi$es he likes to do – Ac$vi$es he doesn’t like to do – Ac$vi$es they’ve done together
Specific Strategies
• Teach child to tact/label aspects of a specific person
– Tell me about Jim (with Jim present)
• Physical aspects (hair color, glasses, etc.) • What he is wearing (describe clothes) • The toys he is playing with or ac$vi$es he is doing • What he is ea$ng for lunch
10
4/20/09
Specific Strategies (Con$nued)
• Teach child to tact/label what others are doing (while they are present)
– Tell who:
• Is siRng next to him at lunch • Has brown hair • Is wearing glasses • Is wearing blue shirt • Is playing in the sandbox • Is ea$ng a sandwich for lunch
Specific Strategies (Con$nued)
• Teach child to ask others about themselves (Mand for informa$on)
– Ask others:
• Movie/DVD they like to watch • What they like to eat • Where they like to go • What they like to do (play ac$vi$es)
Specific Strategies (Con$nued)
• Teach child to talk about others (Intraverbal)
– Tell me about Jim:
• He goes to my school • He has brown hair and wears glasses • He likes to watch Dora the Explorer • He likes to drink apple juice • He likes to play with dinosaurs • He doesn’t like peanut buWer • He doesn’t like to play in the sandbox
11
4/20/09
Specific Strategies (Con$nued)
• Teach child to answer ques$ons about others (Intraverbal)
– Who…:
• goes to your school? • has brown hair (at school)? • wears glasses? • likes to watch Dora the Explorer? • likes to drink apple juice? • likes to play with dinosaurs? • doesn’t like peanut buWer? • doesn’t like to play in the sandbox?
Planned Ou$ngs
• Arrange for an ou$ng with a peer
– Fun ac$vity (amusement park, zoo, beach) – Invite someone who would like the ac$vity, is coopera$ve, and has good language skills
Planned Ou$ngs
Prior to event talk about: – where he will be going – who will be going with – when he will be going – what will do, see… (intraverbal)
12
4/20/09
Planned Ou$ngs
– During the event talk about what is happening – Get the child to talk about all aspects of the ac$vity
• we’re going to ride on the…., • we’re riding on the…., • we rode on the…. • When he did specific ac$vi$es….. (aKer we ate…..)
– Unusual events that occur (dropped popcorn) – Have someone take lots of pictures of the event!
Planned Ou$ngs
– During the event have him talk about the peer – What the peer is doing – What the peer enjoys – What the peer didn’t enjoy
Planned Ou$ngs
During the event have him verbally interact with the peer When he wants to go on a specific ride: “need to ask Jim to go with you on the ride” When wants something to eat: “ask Jim if he wants to get something to eat”
13
4/20/09
Planned Ou$ngs
During the event have him talk to you about the peer – Where the peer is when he leaves (bathroom) – What the peer is doing – What the peer enjoys/didn’t enjoy – What the peer says he doesn’t want to do – What the peer is ea$ng
Planned Ou$ngs
– AKer the event – Print pictures of the event and make into a booklet – Discuss all the aspects you had him discuss during the event while looking at the pictures (tact) – Later, have him tell you about those same aspects without looking at the pictures (intraverbal)
Behavior Analysts, Inc.
behavioranalysts.com 925- 210-9370
14
