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| Teaching Creativity in Play Skills: Why and How Behavior Analysis Can Do This Well |
| Friday, May 23, 2014 |
| 4:00 PM–7:00 PM |
| W181a (McCormick Place Convention Center) |
| Area: CSE/TPC; Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services) |
| Description: The workshop will focus on teaching participants procedures for establishing simple play repertoires and procedures for reinforcing the use of these basic play skills in novel settings, with novel materials and in novel combinations. The instructors will describe creativity and generativity in play skills from a behavior analytic perspective. All procedures will be described in terms of basic principles and demonstrated live or via video. Participants will be trained in the use of research-supported strategies to teach play skills and then to support their generalized and expanded use. These strategies will include (but will not be limited to) matrix training (Goldstein & Mousetis, 1989), video modeling (MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009), activity schedules (MacDuff, Krantz, & McClannahan, 1993), and the use of visual/text supports for motor and vocal actions in the context of play scenarios. Creativity will be defined behaviorally with an emphasis on how to support stimulus generalization, response generalization, and recombinative generalization of play skills. Participants will receive materials to support a range of basic play repertoires for children ages 2–5 years, along with opportunities to practice using these materials. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe creativity from a behavior analytic perspective; (2) describe the deficits in children with ASD that result in the need for formally teaching creativity; (3) describe specific procedures to support stimulus, response, and recombinative generalization; (4) identify different types of play skills to be established and a hierarchy for doing so; (5) describe matrix training and create a matrix for a pretend play activity; (6) describe video modeling and one scenario in which to implement it; and (7) establish a basic play activity schedule. |
| Activities: Outline—Teaching Creative Play Workshop Proposed Schedule: .45, overview of creativity in play behavior—What it is? Why do we need to directly teach it for learners with ASD? review of current research on play skills; .5, ASD and instruction visual learning strengths, response to language instruction, instructional support, "critical keys" stimulus, response and recombinative generalization; .25, break; .75, review matrix training/video modeling demonstrations and practice; .75, review text/visual checklists and picture activity schedules demonstrations and practice |
| Audience: BACB certificants and licensed psychologists, including persons providing home- and school-based EIBI services to individuals on the autism spectrum. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Creativity, Play Skills |