Fostering Peer Play and Friendships: Creating a Culture of Inclusion

by Pamela Wolfberg, Heather McCracken, & Tara Tuchel

Chapter 8

Friendship and Children with ASDs

Common misconception that children w/ ASD consciously choose to isolate themselves, and are thus incapable of play and friendship

Evidence suggests that they do desire play, companionship, and acceptance, but express those desires differently

Child engages in unusual play behaviors

Child is rejected by peers

Child is deprived of opportunities to learn appropriate play and social behaviors

Importance of Play

Major role in helping child to develop:Symbolic capacitiesInterpersonal skillsSocial knowledge

Importance of Peers

Peers offer learning opportunities and experiences that adults cannot

Within the “culture of play,” children learn: Communication Negotiation and compromise Trust Other foundational social skills

Importance of Friendship

Children with friends tend to Have higher self-esteem Be more sociable and cooperative Be more socially competent Be better adjusted Be more cooperative Be better able to handle change Have higher achievement in school

Challenge of Play and Friendships for Children with ASDs

Tend to spend excessive amounts of time pursuing repetitive activities apart from others

Less functional play Little or no pretend play Fewer social initiations Inconsistent social responses

3 Common Social Styles of Children with ASDs Aloof--Distance themselves from

peers or act as though they’re unaware of their presence

Passive--Follow along or watch peers, but rarely initiate

Active but odd--Attempt to engage peers, but do so in idiosyncratic or one-sided manner

Social Void

Children with ASD are frequently excluded from their peer culture because their behavior is not perceived as “normal”

Peers don’t have a framework for understanding their behavior

Void occurs when they are thrown together in an “inclusive” setting

F2F and IPG Models

Friend 2 Friend (F2F) model is designed to build awareness, empathy, and understanding of ASD in typical peers

Integrated Play Groups model fosters peer socialization and play between children with ASD and typical peers through guided participation in mutually enjoyed activities.

Friend 2 Friend Model

Provides a framework for designing autism demystification programs for children ages 3 and upPuppet shows for ages 3-8Simulation games for ages 9+

F2F Teaching Process

1. Modeling--Provides a visual model of the characteristics of autism

2. Labeling--Names the characteristics, making it easier to accept them as real

3. Explaining--Provides answers to “Why does my friend do that?”

4. Normalizing--Links characteristics to common characteristics that all children exhibit

5 Key Learning Goals of F2F

Recognize and accept differences in themselves and others

Recognize individuals with autism and different kinds of minds as valuable friends

Recognize that it is important to ask questions and express feelings

Empathize with what it feels like to have autism and different kinds of minds

Promote positive relationships with all peers

7 Basic Friendship Tips

These tips help peers interact successfully with children on the spectrum.

1. Get your friend’s attention. (Use his name and move closer to get his attention before you start talking.)

2. Use small sentences and gestures, and wait.

3. Watch your friend to learn what she is good at or what she likes.

7 Basic Friendship Tips

4. Give your friend choices of what to do when you ask him to play.

5. Ask your friend to talk. Everyone likes to be asked questions about themselves.

6. Use friendly words.

7. Accept differences. Everyone’s different in some way, and that’s okay.

F2F Puppet Presentations

Use child-size puppets, humor, and interactive experiences

Specially trained puppeteers perform plays focused on modeling, labeling, explaining, and normalizing characteristics of AS

Child with autism is never singled out

6 Components of Puppet Show

1. Intro. Guide reviews steps in the lesson using picture communication symbols (PCS) and assigns children jobs while viewing the puppet .

2. Puppet play. 5 puppets (representing 2 peers, 2 teachers, 1 child w/ ASD) act out skits explaining Key Learning Goals and 7 Basic Friendship Tips.

6 Components of Puppet Show

3. “What did Crystal learn?” Review goals & friendship tips using PCS.

4. Pass-the-puppet circle. Children get to role play with puppets, reviewing what they learned.

5. Questions and answers.6. Sticker time. Every child gets an

“I’m a Good Friend” sticker.

Puppet Show Follow-Up

Teacher/adult receives guide with additional activities, materials, and resources

That’s What’s Different About Me coloring book is an adaptation of the puppet play that may be read and colored.

F2F Simulation Game

50-minute presentation helps older children feel what it’s like to have autism, while teaching the prosocial communication skills necessary to interact w/ children with ASD

F2F Simulation Game

1. Simon Says game targets the neurotypical children’s senses and their receptive communication Presenter is giving rapid-fire

instructions Light machine is flashing colors One volunteer is blowing a whistle Another volunteer is touching

students’ faces with a feather duster

F2F Simulation Game

2. After Simon Says, presenter leads discussion on what children experienced, and how that’s similar to what it feels like to have autism

3. I Have the Kind of Mind … discussion, in which children talk about what they’re good and not-so-good at

F2F Simulation Game

4. Presenter introduces the 7 Basic Friendship Tips

5. Presenter reads a poem about friendship written by a child w/ ASD, and group discusses friendship

Integrated Play Groups (IPG) Model

Designed to support children (ages 3-11) on the autism spectrum in mutually enjoyed play experiences with typically developing peers

IPG Emphases

1. Through a carefully tailored system of support, maximize child’s developmental potential and intrinsic desire to play, socialize, and form friendships

2. Teach peers to be empathetic, responsive, and accepting of children’s differing social, communication, and play styles

IPG Program & Setting

Small groups of children meet regularly in school, home, or community setting30 minutes, 2X a week, for 6-12

months3-5 children, with more “experts”

(typically developing peers and/or siblings) than “novices” (children w/ ASD)

IPG Play Materials

Toys should have high potential for interactive and imaginative playInclude sensory-motor, exploratory,

constructive, and socio-dramatic props

Must vary in degree of structure and complexity to accommodate all children in group

Must be intrinsically motivating to typically developing peers

Play Session Structure & Supports

Present basic rules at the outset Fair play Courtesy Care of materials

Establish consistent schedules & routines Children select a play group name to

establish membership and promote peer participation

Play Session Structure & Supports Incorporate visual supports

Calendars and schedules Role tags to be worn during pretend play Choice boards “Story” books created to help children review

or learn new play schemes Begin and end each session with opening

and closing rituals

IPG Assessment

In order to set realistic, meaningful goals and guide decisions on how best to intervene on novice player’s behalf, play guides systematically assess: Symbolic dimension of play Social dimension of play Communicative functions and means Play preferences and diversity of play

IPG Intervention: Guided Participation

A carefully tailored system of supports that isResponsive to each child’s underlying

difference and unique developmental profile

Sufficiently intensive to maximize the child’s developmental potential

IPG Guided Participation

Adult methodically guides novice and expert players to engage in mutually enjoyed play activities that encourageSocial interactionCommunicationImagination

Adult gradually withdraws as children learn to mediate their own play activities

Multiple Layers of Support in Guided Participation

Monitoring play initiationsFocus on recognizing, interpreting,

and responding to novice players’ meaningful attempts to socialize and play

Initiations may be subtle and idiosyncratic

Multiple Layers of Support in Guided Participation Scaffolding play by systematically

adjusting assistance More intense: Adult directs the play and

models behavior Less intense: Adult guides the play by

posing questions, commenting on activities, offering suggestions, giving subtle reminders

Least intense: Adult remains on sidelines, offering the children a secure base from which to explore

Multiple Layers of Support in Guided Participation Social-communication guidance.

Teach strategies to:Extend invitationsPersist in enlisting reluctant players to

playRespond to each other’s cues and

initiationsMaintain and expand interactionsJoin others who are already playing

Multiple Layers of Support in Guided Participation

Play guidance. Build upon play initiations and encourage participation (even minimal) in activities that are just slightly beyond the child’s present abilities.This will help novices begin to explore

and diversify their play routines

Conclusions

The desire to play and make friends is an intrinsic need of all children.

Children on the autism spectrum face unique obstacles in learning to play and socialize with peers.

Conclusions

F2F and IPG models provide ideas on how to:Foster a peer culture that embraces

neurodiversityGuide children with ASDs in mutual

play and friendships