• PDF Slides

Play-based interventions, according to Simpson (2005) are promising practices about which little has been studied or is known. This workshop will train participants on a specific play-based intervention, which is based in the principles of Applied Behavior Analysis. Unlike discrete trial instruction (a common strategy based in ABA principles) where one skill at a time is targeted for instruction, in Play-Based ABA, multiple skills may be targeted at once and the order is not pre-determined; instructors follow the interests of the child as much as possible. However, unlike Floor Time (a common model used with very young children, which follows the child's interests with little adult direction or specific instruction), the adult must direct the child and use ABA methodologies as opportunities arise in order to ensure that goals are addressed in each session. ABA principles routinely used in play-based sessions include positive reinforcement, systematic prompting and prompt fading, errorless learning, and generalization training (Scheuermann & Webber, 2002). Information will be provided in the form of handouts, lecture, videos, and PowerPoint presentation.

The purpose of this workshop is to provide the audience with necessary information and skills to begin to develop and incorporate Play-Based ABA strategies into early intervention programs for children with autism and other developmental disabilities or delays. The session is designed for parents as well as professionals. Videotaped sessions and interviews with parents and therapists who have used this method successfully will be shared. The presenter will teach participants to use the Play and Language Assessment and Curriculum instrument created specifically for play-based therapy for children with autism under age three. In addition to viewing videotaped sessions with actual children with autism, participants will have the opportunity to role play and practice the strategies they are taught. Discussion of the differences in play across cultures will be shared and discussed. Participants will be encouraged to brain storm and develop plans for autism play therapy before they leave the workshop. Information will be provided in the form of handouts, lecture, videos, and PowerPoint presentation. It is expected that following the training, participants will be able to use play-based ABA for intervention and/or research purposes. In addition to an overview of typical play development and the deficits children with autism may experience in the area of play, participants will be taught a specific model of play-based ABA, developed by the presenter. Following is an overview of this information.

Psychoanalysts have used play therapy with young children for decades because the nature of play allows for more natural interaction. For children with autism, little has been done in the way of play therapy given that they tend not to, in fact, play. However, therapy can also be instructive. Teaching to play and through play is the goal of play-based ABA. An overview of a play therapy session for a child with autism is provided here: 1. Allow 1-2 minutes of exploration wherein the child is allowed to engage with items at her free will without direct interaction; the therapist stays out of her play space but takes note of items of interest 2. During the exploration phase, provide vocabulary for actions and items in which the child engages or seems interested 3. Signal entry into child's play space by calling child's name and saying, “Lets play” or similar 4. Enter child's play space and begin instruction according to the skills targeted for instruction (note, skills should be visible so that therapist stays focused) 5. Reward skills and play behaviors 6. Redirect inappropriate behavior as needed to continue play activities and instruction; Reward appropriate behaviors immediately upon correction 7. Redirect self-stimulatory behaviors only if they interfere with the play or skills (e.g., flicking both hands interferes with catching a ball) 8. Use systematic prompting and errorless learning to teach or maintain skills 9. Use a clear transition signal to prompt time to go; praise or reward as appropriate

Participants in this session will leave with an understanding of the development of play in children with autism, the knowledge and skills necessary to describe a play-based ABA program for a young child with autism, and the basics necessary for implementing such a program. Evidence-based practices and implications for older children will also be shared.