Functional Communication:Functional Communication:Fostering Social Interaction Fostering Social Interaction

forforReaders with ASDReaders with ASD

A ‘Play and Take’ WorkshopA ‘Play and Take’ WorkshopGeni Moots-Plotnick, M.A., SLPGeni Moots-Plotnick, M.A., SLP

Regional Autism Specialist/SOESDRegional Autism Specialist/SOESDGeni_Moots-Plotnick@soesd.k12.or.usGeni_Moots-Plotnick@soesd.k12.or.us

Areas of ConcernAreas of Concern

• Communication

• Social Interaction

• Sensory Processing

• Behaviors / Interests

Common Strengths of Common Strengths of Mainstreamed Students w/ASDMainstreamed Students w/ASD

• Visual memory• Memory for Scripts• Decoding• Vocabulary

Let Us Define……..Let Us Define……..

Communication

Social

For Now, Set the For Now, Set the WRITING WRITING Component AsideComponent Aside

Writing often presents special challenges for students w/ASD,

Here we focus on expanding reciprocalcompetency and staff supports students by..1) Provide printed guidance/structure2) Scribe Student Narration

GOALSGOALS

• To capitalize on decoding skills.

• To provide opportunity for social interaction.

• To leave things in ‘print’ for review.

LANGUAGE LANGUAGE EXPERIENCE/PROCESS EXPERIENCE/PROCESS

APPROACHAPPROACH

A graphic activity providing authentic, personal information, experiences,

perspectives and emotions.

What are the main LEPA What are the main LEPA components?components?

• Adult scribe• Two or more participants• Vary prompts (statements and questions)• Print ASAP for students to share in school

and at home

Tell us your favorite color.Tell us your favorite color.

Mary said: “Blue.”Tom said: “I like orange.”Sue said: “I like all the rainbow.”Elisa said: “My favorite is blue too.”Bob said: “I like black. My dog is black.”

What is in your bedroom?What is in your bedroom?

Tom said: “A bed and a shelf and lots of toys.

Sue said: “I have tons of stuffed animals and a bed.”

Elisa said: “My bed and my sister’s bed.”

Describe what makes you happy.Describe what makes you happy.

Tom said: “I like riding my bike.”Jane said: “I’m happy when my dad comes

home.”Elisa said: “When we go out for pizza.Mary said: “When I get to watch TV.”Bob said: “My birthday.”

GRADATIONS and GRADATIONS and SEQUENCESSEQUENCES

• Takes 3 or more players.• Allow plenty of space.• NO help from adults!• May do ‘voices off’ or allow talking.• May have one student ‘judge’ who’s

decision is final. S/he may change players order.

Sequence IdeasSequence Ideas

-birthday months-height-age-most siblings/fewest siblings-directions (ie steps to make PB sandwich)-Familiar story/key events (ie Goldilocks)

Avery: It was the BEST assembly I’veever been too. That drummer was, like,bouncing all around.

Sam: It was O.K. but near the end it gotSO loud I used my break card to leave.

Janet: I was in the back and it wasn’t that loud, but I couldn’t really see their faces.

.

GradationsGradations

-hottest/coldest-youngest/oldest-darkest skin/lightest skin or hair-most quiet/most outgoing or noisy-most salty/least salty-most polite greeting / most impolite greeting

INTERACTIONINTERACTION

AUTHOR, AUTHOR !AUTHOR, AUTHOR !STUDENT NARRATIONSTUDENT NARRATION

Great way to enhance skills of:

-attention to others-perspective-taking-cause/effect

Scribed NarrativesScribed Narratives Whisper / write simple action sequence forWhisper / write simple action sequence for‘‘actor.’actor.’ Adult scribes words of ‘narrator.’ (as always,Adult scribes words of ‘narrator.’ (as always,• model several times first.)model several times first.) Adult reads aloud (w/feeling!)Adult reads aloud (w/feeling!) Can print and make a story board.Can print and make a story board. Invite others to make prequel or sequel.Invite others to make prequel or sequel.

Narration (continued)Narration (continued)

As always, adults should MODEL all roles;

• Actor• Narrator• Scribe (almost always an adult)

KEYBOARD KEYBOARD CONVERSATIONSCONVERSATIONS

Side-side (reduces stress of ‘confrontation’)

Begin with adult-student conversations.

Avoid tendency to lead w/too many questions!

Can eventually move to student-student dyads

PERSONALIZED PERSONALIZED READER’S THEATERREADER’S THEATER

Based on authentic experiences shared by two or more individuals (may be in

different places sharing same event.)

Gathering MaterialGathering Material

Adult interviews students individually or in pairs to gather basic information and

writes a more sophisticated, interactive script.

Reading with Feeling (-:Reading with Feeling (-:

Students receive coded Reader’s Theatercopies, taking the role as ‘themselves.’

Use graphic cues to assist voice and emotion.