Building Language and Other Skills Through Play and Social Interaction for Early Childhood Special Needs Children

1. Creating Systems for Success:
Building Language and Other Skills Through Play and Social
Interaction
Lindy McDaniel
ECSE Teacher
Roosevelt Elementary
Hays, KS
1
considerateclassroom.blogspot.com

2. I am going to. . .
Notes, Key Points
and Resources
Visual Structure and Handouts for Today. . .
considerateclassroom.blogspot.com

3. Getting to Know Me. . .
• I have worked with preschool
children for over 10 years.
• Working with at risk and special
needs students, especially those
with Autism is my passion.
• I taught Head Start preschool for five
years, then in the fall of 2008, I
began teaching in an Early Childhood
Special Education Classroom.
• I have background in Conscious
Discipline, Responsive Teaching and
Structured Teaching.
• I currently share my work through
my blog. . .
considerateclassroom.blogspot.com

4. Getting to Know You. . .
• How many years have you been working
with children with Autism? Other disabilities?
• How many of you are teachers? parents? special
service providers (slp, ot, pt, etc)? other?
• What percentage of your day are you interacting
with kids directly? Are you present with them? Are
you engaging, playful, and upbeat? Do you work
directly on play skills?

5. Why is Play
Important?
For most young children, play is a
naturally occurring phenomena that
promotes their engagement and
learning, independent performance
and social inclusion. (Brewer, &
Kieff, 1996; Lowenthal, 1996;
Perlmutter & Burrell, 1995)The
reinforcing value of play maintains
its presence in the child’s repertoire,
serving as a precursor for successful
participation in educational
environments that expose children
to important concepts in math,
literacy, science, and language.

6. Children who are unable to
participate in play experiences are
at risk for future deficits and have
greater difficulty adjusting to
school environments where
individual instruction is limited.
-Buysee, Wesley, Keyes and Bailey, 1996; Gallagher, 1997.)

7. Why is
Play so
Difficult for
Children
With
Autism?
There are three distinctive
behaviours that characterize
children with autism:
•Difficulties with verbal and
nonverbal communication.
•Difficulties with social
interaction.
•Repetitive behaviours or
narrow, obsessive interests.
-Griffin and Sandler2010
What skills do we need for play?

8. How do we teach play skills? Especially when
they were skills
that came so
natural to us.
-Video not available

9. Key Points about this Video
• Miss Penny was engaging and upbeat with the student.
• She tried to use toys that might interest the student.
• She followed the students lead to get engagement. . .
NEVERING GIVING UP!
• She walked to her and imitated her attempts to be social
and communicate.
• She built language into the interactions.
• This clip was taken during free play, ideally
during free play preschoolers play with
each other and engage for 10 to 20
minutes with a learning activity and
then move on to other play based
learning activities.
So how do
we expand
this little
gals play
skills?

10. We break down play skills and
teach them systematically.
-Video not available

11. Key Points about this Video
• The environment was calm.
• The area was structured with the two cube chairs, one as
a seat and one as a desk.
• Multiple play activities were planned to cater to the
students short attention span.
• The student’s need for a break/walk was planned on the
teacher’s terms as a purposeful errand to get her next
play activity.
• The teacher was playful and engaging while at the same
time setting boundaries and limits so the student would
not go back to her nonfunctional play ways (roaming
around the classroom).

12. • The teacher listened to the students
nonverbal cues. When she got a little upset
she said, “One more then all done.” Setting a
limit but also hearing the child!
• By listening and noticing student’s
nonverbal cues we can prevent
a lot of tantrums and upset! Noticing is HUGE!
By noticing you stay
present with the
child, be responsive
to their verbal and
nonverbal
communication
-Based on Conscious Discipline
and the work of Dr. Bailey

13. Lastly, we structured her play with visuals.

14. • We often support children with play through
the use of play kits, like the baby doll kit used
in the video.
• Play kits are boxes with everything you need to
play with a specific toy inside, that includes
visuals and communication boards.
• The idea behind the kits is less is MORE! Children
can often be overwhelmed and do not know
where to start or how to organize their play.
• By starting out with only a few toys rather than an
entire playroom or classroom the students are
not as overwhelmed.
Play Kits

15. Sample Play Kits
* Note these kits typically have Social Narratives
or Video Modeling Clips to go along with them.

16. Task Boxes
• A precursor to play kits are task boxes.
• A task box is a workbox of materials a student
can successfully complete because it has a
clear beginning and end.
• When all the pieces are in or put on the child
knows they are finished. This helps the child
build independence and feel successful.

17. Sample Task Boxes
You can see more of my favorite task boxes on my blog.

18. Other Resources for Taskboxes
• Henry, K.A. How do I teach this kid. Ingram
Publishing Services, May 2005.
• Kabot, S. and Reeve, C. Building independence:
how to create and use structured work systems.
2012.
• Tasks Galore. www.taskgalore.com
(several publications and resources)
*My favorite for increasing play skills is Task Gallore-
Let’s Play (It is the green book)

19. • By having toys in play kits or task boxes, children
can see a clear point to what they are playing with.
• They see a beginning and an end!
• Play can be very open ended.
• The concept of play is abstract. For example, you can
play with many toys in a variety of ways.
• Children with Autism are often very rigid. They don’t
see the point of frivolous free play.
• During free play they often engage in repetitive play
such as spinning car wheels, flipping pages in a book
or scooping sand over and over, unless otherwise
taught play skills.

20. Tip: You might start out by creating tasks that
are more academic or work driven. They often
make since to children on the spectrum.
Helping them get in organized movement
patterns, increases their ability to attend and
decreases the amount of time they engage in
stemming or non-functional/unsafe play
activities.

21. School Examples of Work Related Tasks
Attendance
Task
Snack Jobs
Date Helper

22. Home Examples of Work Related Tasks
Clothing Sort
Setting the Table
Sock Match

23. • We initially teach play skills
with task boxes and play
kits in a controlled one on
one setting.
• We incorporate
preacademic concepts i.e.
colors, shapes, and
numbers within play.
• We work on improving
verbal and nonverbal
communication as well as
other life skills such as
waiting for a turn, and
complying with directives.

24. An Example of One on One Structured Play
-Video not available

25. Key Points about this Video
• I worked on the skill of compliance thoughout the
session but continued to interact in a positive,
nonthreatening way.
• I intermittently gave the student his preferred
reinforcer to draw attention to his compliance.
• I was present, and upbeat.
• I continually worked to be a part of his play, working
toward sustained engagement, reciprocal
interactions and increased communication.
• We were playing in a controlled environment.
With one toy specifically, remember less is more!

26. I set limits for how long we would play
with
a visual and timer.
*See more details on my blog
The visual also served as a communication tool.

27. • Children with Autism often get
stuck in repetitive play
patterns.
• They limit play to items of
interest.
• Often playing with those items
in the same fashion for along
time.
• By setting a timer, staff is able
to teach them how to
transition and make new play
choices.
Time Timers- timetimer.com and Sand Timers- watchtimepass.com
Are Great for That!

28. What Comes Next?
• After teaching children play skills in a
controlled one on one setting, we begin
incorporating other children into the child’s
play.
• Sometimes we group children with others at
their level to work on specific skills and other
times we group them with typically
developing peers to serve as social models.

29. Note: I use the phrase, “What comes next?” For the
purpose of this presentation and sharing with you the
process of learning play skills. First we learn them with
an adult, then we use them with kids. That being said
in our classroom we have one on one, small group, and
large group opportunites for all kids everyday. Those
with less play and social skills may just need more
adult support during small and large group activities or
less time in them through methods of Reverse
Chaining and Layered Grouping.

30. An Example of Structured Small Group Play
with Children of Similar Levels
-Video not available

31. Key Points about this Video
• I used a highly preferred toy and topic to
support the students in attending.
• The environment was quiet and structured.
• The children were facing me.*
• The children had a waiting hands visual to
support them in waiting.
Quick Prompt-
see deals on my blogVisual to Hold

32. An Example of Structured Small Group Play
with Children of Varying Levels
-Video not available

33. Key Points about this Video
• The child on the right has very limited
communication. He was using a Mini PODD
to communicate.
• The children on the left used the PODD as
models for him.
• By using the PODD, they were also
able to work on increase their
sentence length.
To learn more about PODD,
look up Gayle Porter’s work
www.spectronicsinoz.com

34. • I also modified the Go Fish Game so it was
more visual and the student knew when they
were finished.
Level Two ModificationLevel One Modification

35. TIP- Board games, puzzles, and other preschool games
are great for working on play skills. If modified
correctly they can even serve the purpose of
reinforcing academic skills and encouraging language.
The key is to modify them so they make sense to the
child and the child knows when they are done.
Guess Who? Wood Puzzles
Candy Land

36. Where do we go from here?
• We start incorporating structured play
activities across setting and environments.
(Not just at the table or face to face on the
floor.)
• In the classroom, we do this by structuring
play centers.

37. Examples of Structure at the Art Center
37
First- Structured Art
Lesson for the Day (In this
picture making an elephant).
Then- Art Choices
TIP- A good resource for step by step Art
activities is Climbing Art Obstacles in Autism
By Karen Loden Talmage

38. Examples of Structure at the Library Center
38
Library Work System- First listen to the story
of the day, Then-pick a book of your choice.
A closer look at the system

39. Examples of Structure at
the Pretend Play Center
Nametags to define roles
Above: The Vets area,
to the left the
receptionist area
*See more details
on my blog

40. Pretend Play Can Be Extremely
Difficult for Students on the Spectrum
Whenever we start a new theme in the pretend play center,
we support it by sharing a Video Model of how to play there.
-Video not available

41. • Our entire classroom is
structured with boundaries
and visual limits.
• There are structured
activities at each center
followed by free play so the
children do not have too
much down time.
• The visuals also support
language and
communication.
• The children know when
they need to work/play at
each center based on their
individual schedules.
Why are our
Play Centers
Successful?

42. What it Looks Like. . .
Pretend Play Center Art Center
Library Center
Block and Manipulative
Center

43. Can you Set Up Similar Areas
and Boundaries in Your Home?
Absolutely!
Pretend Play
Library Center and Play Kits
Safe Independent
Play
Car and Train
Play

44. You Can Even Create Structured
Play Areas Outdoors!
‘Play Kits’
for outdoorsSchedules for
Outdoor Play
Communication for Outdoors

45. An Aided Language Board
to Request Toys in a Play Room
Remember Less Is More!
• De-clutter and organize!
• Organize toys and materials in bins, baskets, and
containers. This organizes children’s play.
• Rotate toys and manipulatives in and out so you can
teach play skills systematically and more
purposefully.
• TIP: By having toys put up and out of
reach, you create a perfect opportunity
for requesting.

46. Which Brings Me to the Main Point of this Presentation?
Through all our effort in helping children
learn to play, we want to encourage social
interaction, engagement, and verbal
and nonverbal communication.
We want to help children communicate
their wants, needs and opinions!
INCREASING
COMMUNICATION!

47. Tricks for Increasing Language
• Put things out of reach so they have to request them.
• Use toys that they need your help with so they have to ask for help.
• Give them all but one piece to a game so they have to request the
missing piece.
• Give them a few pieces to a toy or game at a time so they have to
request more.
• Offer your child a toy they don’t like so they have to communicate
‘no’.
• Even if you know what they want keep quiet and wait for them to
ask.
• Play dumb, give them the wrong pieces to a game or put it together
wrong so they have to communicate for you to do it differently.
Tips from
Motivate to Communicate
by Griffin and Sandler

48. Use Aided Language Boards, PODDs, PECS
and other Visuals to Support Language
Aided
Language
Boards
PECS
PODD Book
A Sample
Visual Support

49. An Example of Supporting Language
with an Aided Language Board
-Video not available

50. Key Points About this Video
• I played dumb. “Marbles, What about the
Marbles?”
• I complimented them on good talking skills.
• I shaped the little guy who was struggling by
structuring his body and having him sit in my lap.
• I taped the Aided Language Board to the top of
the lid so it would be at easy access for all staff
and students to use. STAFF MUST MODEL IT’S
USE!!
TIP- If you don’t have Marble Whirl get it!!! 

51. A Closer Look at the Marble Game
and Other Structured Toys
Numbered and Color Coded
Train Track for Independent Building
Lettered
Marble
Game
Structured Lego Builds

52. TIP: Use items of high interest to support
sustained engagement and increased attention
to task.
“Your child’s ‘obsessive interests’ and
enthusiasm for specific things can also be a
huge strength, because once you have tapped
into his or her interests, you have found
powerful motivations for your child to
communicate and interact with you!”
-Griffin and Sandler, 2010

53. Sometimes this requires us to really observe
the child and think outside the box. . .
53
-Video not available

54. After Tapping Into the His Special Interest!
54
-Video not available

55. • We support children in playing productively,
safely and INDEPENDENTLY during free play.
• In essence, this is what all our/THERE hard
work was for.
• It is great to see independence and
generalization of skills.
The Next Step. . .

56. Why is the
Skill of
Independent
Play so
Important?
• Children with autism often
have a difficult time filling
their free time in an
appropriate, safe manner.
• It is important for them to
learn play skills and ways
to fill their down time.
• As they get older, this is
considered leisure time, if
they don’t know how to fill
their leisure time, they are
unable to be productive
members society.

57. One Last Tip- Be Playful and Engaging
-Video not available

58. The best present you can
give your child is Presence!

59. For more resources and ideas visit my blog.
We add a post at least once a week!
http://considerateclassroom.blogspot.com

60. Resources Mentioned in the Presentation
– Bailey, B.A. (2000). Conscious discipline. Loving
Guidance: Oviedo, FL.
– Benchaaban, D., Endo, S., Morrison, R., and
Sainato, D. (2002). Increasing play skills of
children with Autism using activity schedules
and correspondence training. Journal of Early
Intervention.
– Griffin, S. and Sandler, D. (2010). Motivate to
communicate: 300 games and activities for your
child with autism.
– Loden Talmage, K. (2007). Climbing art
obstacles in autism. www.tasksgallore.com
– Porter, G. (2009). Pragmatic organizational
dynamic display. Mayer Johnson.
60

61. Resources for Task Boxes
• Henry, K.A. How do I teach this kid. Ingram
Publishing Services, May 2005.
• Kabot, S. and Reeve, C. Building independence:
how to create and use structured work systems.
2012.
• Tasks Galore. www.taskgalore.com
(several publications and resources)
My favorite for increasing play skills is Task Gallore-
Let’s Play (It is the green book)

62. Other Great Resources
-Bricker, D. and Squires, J. (2007).An activity-based approach
to developing young children’s social emotional
competence.
-Cardon, T. (2007). Initiations and interactions: early
intervention techniques for children with Autism spectrum
disorder.
- Greenspan, S. The Greenspan floor time approach.
www.stanleygreenspan.com
-Mahoney, G. and MacDonald, J.D. (2007). Autism and
developmental delays in young children: the responsive
teaching curriculum for parents and professionals.
-Schwarz, P. and Kluth, P. (2008). Just give him the whale.
-TEACCH Autism Program. The University of North Carolina.
www.teacch.com
-Warren, R.H. (2011). Quinn at school- relating, connecting
and responding at school: a book for children ages 3-7.

63. Thank you for your time!
Any questions, or
comments. . .