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| Intensive Early Intervention: Advanced Social Language and Social Skills Programming |
| Friday, May 26, 2006 |
| 6:00 PM–9:00 PM |
| Regency VI |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Eric V. Larsson, Ph.D. |
| ERIC V. LARSSON (Lovaas Institute Midwest), KARA L. RIEDESEL (Lovaas Institute Midwest), CHARRYSE M. FOUQUETTE (LIFE-Midwest/St. Cloud State University) |
| Description: In intensive early intervention with young children with autism, a great number of language skills are developed. This workshop will outline how to develop the skills within a coherent conceptual framework, enabling productive treatment planning and program evaluation. The framework will be a matrix of social language skills which follows a sequence of generative language development. Most importantly, not only is the matrix of skills organized across generalization modalities, syntax forms, and conditional discriminations; but it is also clinically focused on the functional social relationships which interfere with natural development. After basic receptive and expressive skills are developed, the matrix naturally flows into auditory comprehension and production skills. The organization of the language curriculum is used to control the pace of development related social skills in a systematic manner. Due to the functional social impairments often displayed by children with autism, a lack of cooperative play skills, and therefore mutual friendships, are not developed without specialized intervention. The purpose of this workshop will also be to focus on the developmental progression of play, effective behavioral techniques and procedures to develop creative and spontaneous play skills, problem-solving strategies to enhance the acquisition of play skills, and generalization of play skills from highly structured environments to naturalized environments. Complex social contingencies will be addressed to ensure that the child is not only acquiring social skills, but is using those skills functionally throughout the child's 24-hour and 7-day life. |
| Learning Objectives: Participants will be able to: 1, Plan a child�s language curriculum as part of a coherent whole. 2, Implement programs that promote creative language production and auditory comprehension through generative language learning. 3, Program genuinely functional social language skills. 4, Program the development of play skills that include: independent play, parallel play, associative play, cooperative play, imaginative play, social congruent play, and social language play. 5, Identify behavioral techniques and procedures to teach play skills. 6, Identify generalization procedures to promote naturalized play skills. |
| Activities: Participants will observe videos of social language programs, and participate in didactic presentations, problem-solving discussions, and interactive exercises. Participants will obtain specific program sheets provided by the instructors. |
| Audience: Parents, lead therapists, line therapists, consultants, and students. Participants should have a basic understanding of behavioral terms used in intensive early intervention. At least one-month's experience with intensive early intervention is preferable. |
| Content Area: Practice |
| Instruction Level: Intermediate |