By Chris White
Social play is ready with regards to others, taking part in and making acquaintances - all of that are key components for social inclusion, adjustment and wellbeing and fitness. ''The Social Play Record'' is a pragmatic source for assessing and constructing social play in young children with autistic spectrum problems (ASDs) or problems with social interplay. This toolkit is designed for use collaboratively with youngsters, mom and dad, carers and practitioners. it truly is compatible for assessing teenagers of all studying talents and levels of improvement, from early infancy to early life, and contains photocopiable evaluate and intervention fabrics. The toolkit is split into straight forward sections, together with: a counsel part, which additionally supplies info on what constitutes social play, its importance, improvement and the way to handle social interplay problems; an evaluate part for recording phases of social play and key skills, comparable to self sustaining and peer play, friendship and complicated staff talents; an intervention part, which supplies step by step instructions for constructing key social play abilities. mom and dad, lecturers and execs operating with or taking good care of a baby with social interplay problems will locate this toolkit an important overview source.
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Additional info for The Social Play Record: A Toolkit for Assessing And Developing Social Play from Infancy to Adolescence
Sample text
O o o o 4. Pretend play follows a sequence. o o o o 5. Engages in role play. o o o o o o o o A. Sensorimotor play Uses senses appropriately to explore objects. B. Functional play Uses toys or materials according to their intended function. C. g. bricks, Lego, Duplo) to construct something. D. Imaginative play E. Preoccupied play For example, with body movements, senses, actions, specific objects or parts of objects, activities or interests. g. situation, materials, activities, prompts) ü Social Play Record Assessment PEER PLAY Extent of social participation Key elements: As described in boxes below.
Sonders, S. (2002) Giggle Time: Establishing the Social Connection. London: Jessica Kingsley Publishers. Sussman, F. (1999) Hanen ‘More Than Words’ Parent Programme. org). Umansky, K. Three Tapping Teddies: Musical Stories and Chants for the Very Young. London: A&C Black. KEY POINTS for early social play WHAT? HOW? Early Social Play (Reactive) People games – social routines Early Social Play (Reciprocal) Joint action routines Joint attention EarlyBird and Hanen programmes Intensive interaction Music interaction therapy Proximal communication Picture Exchange Communication System (PECS) Voice Output Communication Aids (VOCA) 57 THE SOCIAL PLAY RECORD Unoccupied or Preoccupied All children spend some of their play time seemingly unoccupied.
Personal accounts by those with ASD often portray this. What preventive measures can parents and practitioners put in place? A combination of direct teaching, structured practice and supported play is often effective. Strategies include: 1. Explicit teaching of skills or strategies: for example, socially acceptable ways of entering peer play. Teach the child to recognise positive overtures from peers and how to respond to them. Teach peers how to recognise and accept the sometimes unorthodox approaches of the child with social communication difficulties (see previous section for interventions and resources).