Structured Play
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Transcript of Structured Play
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STRUCTURED PLAYPSY 3570: Practicum with Special Populations
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Incidental Teaching
Primarily used to increase verbal and nonverbal communication and spontaneous speech
What are some methods for promoting generalization? New environments Different context Looser stimulus control
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Incidental Teaching Contd.
Procedure in which stimuli and events are arranged within ongoing, typical, activities to motivate children to interact with people or practice a skill
Must be child initiated to be considered incidental teaching
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So, What is Structured Play Then?
Structured play is WoodsEdge’s version of incidental teaching
This is a time to provide extra learning opportunities outside of discrete trials in the student’s natural or play environments
It is also a time to Promote generalization and
maintenance of skills To challenge the student to engage
in elaborations of responses
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Structured Play
During structured play you can work on: Eye contact Imitation Taking turns Approximations of words Simple phrases or words Complex phrases Motor Responses
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Structured Play
This should NOT be break time in the child’s schedule
Should be a time where you work on: Generalization and maintenance of previously
learned skills Current acquisition skills Increasing language Play skills
Building Pretend play Games
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Guidelines Monitoring Sheet
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Guidelines Monitoring Sheet Contd.
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Structured Play Guidelines
Child-initiated Child should show interest in the activity or
reinforcer instead of the tutor choosing activity or reinforcer
If child has MO issues and does not initiate, you may need to contrive environment to increase MO
What are some ways to contrive the environment? Putting items out of reach Pair neutral items with known reinforcers Use known reinforcers to increase initiations
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Structured Play Guidelines Contd.
Select activity/demand that is challenging but is not too difficult to achieve Early learners
eye contact, gestures, simple imitation Intermediate learners
word approximations, simple words, simple phrases
Advanced learners (vocal kiddos) complex word phrases, complex imitation
sequences
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Structured Play Guidelines Contd.
Attempt elaboration of response Once child makes a response (ex:
approximation of word) prompt them to expand that response
Example:Child:“Buh”Tutor: Say “buh, buh”
Example:Child: “bubbles”Tutor: Say “bubbles please”
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Structured Play Guidelines Contd.
Use appropriate prompts to evoke elaboration Following prompt hierarchy for physical responses Repeating SD up to 3 times for vocal responses
Encourage independence Make sure that you are allowing the child time to
response without additional prompting Allow child to remain engaged in activity of choice
instead of redirecting If child is really engaged in their activity/toy, don’t
redirect them to new activities or toys, this may result in problem behavior.
Remember this is supposed to be child-initiated! Instead just get creative with ELOs!
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Structured Play Guidelines Contd.
End trial with success/reinforcement
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Examples: Early Learners Contriving environment
Withholding items that are needed to complete the preferred activity Activities
puzzle pieces, marble for marble track, crayon for coloring, a ball for basketball)
Mand Gestures (pointing/reaching) and eye contact Signing for water, etc. Simple sounds “buh, puh, mmm”
Simple imitation using the item of interest Car on ramp Feed baby Build blocks
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Examples: Intermediate
Contriving environment Similar to early learners, but maybe
this time the missing materials may not be as visible or maybe they have to open a box before they find the missing piece
Simple fill ins, pauses, or phrases “A, B, C…..” -“A cat
says…” “My name is….” “The Wheels on the… “ “Bubbles please” (instead of just
bubbles)
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Examples: Advanced
Pretend or symbolic play Group play
Taking turns More complex fill ins and questions
What are you doing? Spontaneous Comments
“This is fun!” Maybe more complex imitation sequences
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Implementing Structured Play
Always have reinforcers with you Talk to support coordinator about
appropriately challenging demands Get ideas for target skills through
current and past procedures PRACTICE!
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Songs
Could leave words of the song out Wait for student to respond or prompt the
response Ex:
Tutor: The wheels on the ......Child: "Bus!"Tutor: "Go round and round, round and round, round and round, the wheels on the ..."Child: "Bus!"Tutor: "Go round and round, all through the town"
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Purple rocking chair
Could have them request for rocking Dependent on child’s functioning
you could prompt them to say or say approximations of push or push please
Set-upRock a few times and pauseWait for child’s response Begin rocking again
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Castle
There are a lot of different things you could do with the castle Block response of either going up or down and prompt
the child to say “up” or “down” If child says response, reinforce with praise and access
to castle Could work on taking turns/sharing
Child could be on top of castle and tutor on the ground and you could throw the ball back and forth
Could work on taking turn skills and vocal responses If more than one tutor or child, could give the SD “point
to who you want to throw it too”
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Ball
With any balls, you could work on sharing/taking turns, eye contact, imitation, saying the color of different balls
Putting a ball in the basket Roll ball Language opportunities
“roll” “bounce” “throw” “ready, set, ….”
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Bikes
Good reinforcer for imitation or motor skills Tutor could be on bike and say “do this” to
work on pedaling If appropriate for your kiddo:
If child mands for bike, you could prompt them to “find it”
SD: “find a bike” Could have them answer colors of
bike May not be appropriate for a lot of our
kiddos but really good for those kids who have a colors procedure in their schedule
SD: “find a red bike”
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Things to Remember
Keep it child-initiated and fun! Encourage elaborations of responses Select appropriately challenging
demand/activity This may require you to talk to the
support coordinator End the trial with reinforcement