|
| Teaching the Foundational Components of Pretend Play |
| Friday, May 22, 2020 |
| 4:00 PM–7:00 PM |
| To Be Determined |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Nancy J. Champlin, M.A. |
| NANCY J. CHAMPLIN (ACI Learning Centers), MELISSA SCHISSLER (ACI Learning Centers) |
| Description: Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility (Jarr & Eldevik, 2007). Evidence-based play interventions can positively impact future communication and language skills, cognitive functioning, as well as social interactions for individuals with autism and other developmental delays. Play should be an integral part of a child’s programming because of its importance to the child’s overall development (Wilburn, 2011). The purpose of this workshop is to train participants on how to teach the foundational components of pretend play utilizing the Pretend Play and Language Assessment and Curriculum (PPLAC). The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of play including agent, object, category of play, advanced play, and the essential skills to sociodramatic play are identified and separated into teachable components. |
| Learning Objectives: 1. Participants will be able to identify and examine the five elements of pretend play
2. Participants will be able to demonstrate implementation of targets from Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum
3. Participants will be able to demonstrate collecting and analyzing data for targets in Stage 1 in the Pretend Play and Language Assessment and Curriculum
4. Participants will be able to demonstrate initiating play, positioning appropriately, effective prompting, and providing feedback following a play opportunity
5. Participants will be able to identify effective components of short-term and long-term pretend play goals |
| Activities: Workshop objectives will be met by alternating between didactic instruction, discussion, video modeling, and small group activities such as role play and practicing data collection. Participants will be provided with workbooks including presentation notes and sample data sheets. |
| Audience: Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Speech Language Pathologists, Special Educators |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Assessment, Curriculum, Pretend Play, Social |