Review - What four things do you need to be part of a group?
PRACTICING SHARING AND LABELING FEELINGS - Verbalizing a fond memory of the day and something they would choose not to happen again (High-Low)
USING THE FEELING THERMOMETER - Ranking the size of each problem given
HOW TO PRETEND THAT YOU ARE INTERESTED IN A TOPIC THAT SOMEONE ELSE IS TALKING ABOUT - Ask a question or add a thought
HOW TO CHANGE THE TOPIC THAT IS BEING DISCUSSED TO YOUR SPECIAL INTEREST TOPIC - Find a bridge from their topic to your topic. Example: The other person is talking about how hard the math class is this week. The child adds a thought to the math topic or asks a math topic question. After the other person answers or responds, your child comments, "You know what else is hard, Excite Trucks on the Wii."
Generalizing activities/social unstructured time to apply what has been learned.
What is the size of the problem if you don't get to go first?
What is the size of the problem if you don't like the treat or drink that is served?
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Requesting Information Using A Variety of Questions
Response Definition - CK will request information using question forms other than "What" - unless "What" is the only appropriate form for the given context.
Teaching Procedure - This program is designed to increase CK's ability to request information about activities, items, and individuals using the correct question form. His question-asking behavior should be primed by instructing him on some specific rules: a) when you want to talk about a person, use "Who", b) when you want to ask a question about a time that an activity begins or ends use "When", c) when you want to ask a question where you have to choose between two or more objects, activities, or people, use "Which", d) when you want to find out how to do something or how something works use "how", e) when you want to ask if you can do or have something ask "can", f) when you want to ask someone to join you use "will, g) when you want to find out the cause of something use "why". These general rules can be modified as necessary, but when CK asks a non-matching question, let's ask him to identify exactly what he wants to ask about and help him match the correct question form. Our prompting can be brief and to the point, e.g., "Oh since you want to find out more about the Christmas trees at Rite Aid, you could ask me, 'Why are the trees in a bucket'". Please provide him with behavior-specific praise for matching the correct question word with the topic.
Data Collection - When this program is taught and probed with BCG therapists, they will record the number of correctly matched questions versus incorrect matches on a given day. Please record his question asking/initiating behavior 2x weekly. I recommend that data be collected in the same manner for 1 hour across all of CK's environments at least 1x weekly.