Learning Goals
- Increasing social play and leisure skills.
- Using visual instructions, organization, and clarity to support attention, engagement and independence in play.
Learning Connection
Children and youth with Autism are confronted with a world of social confusion, communication difficulties, and sensory sensitivities. Instructional accommodations and supports (organizational, social, communication, and behavioral) can provide social bridges for the individual and maximize opportunities for organizational and social-communication success.
Dr Kathleen Quill –
Do-Watch-Listen-Say: Social and Communication Intervention for Autism Spectrum Disorder (2017)
Materials
- the learner’s schedule
- the learner’s communication device (if they use one)
- 3 baskets
- dolls
- doll clothing
- doll accessories
- doll bed
- blanket
- paper
- sticky notes
- marker
- Core Vocabulary and Doll Fringe Vocabulary visuals (see Resources)
Note: visual structure can be used to support any level of symbolic and social play.
Preparation
- Create physical boundaries by choosing an area that is segmented from the rest of the space.
- Ensure that the space is free of visual and auditory distractions.
- Lay out baskets from left to right.
- Fill the first basket with a limited selection of dolls.
- Fill the second basket with a limited amount of doll outfits that the learner can put on independently.
- Fill the third basket with accessories that the learner can put on independently.
- Place the doll bed and blanket to the right of the last basket.
- Create matching work system visuals as seen in photos/video.
Extensions:
As the learner becomes more successful in understanding expectations, consider reducing the detail in the instructions for each basket. Increase or vary the type of activities for each step in the sequence (ex. add brushing the doll’s hair, wrapping it in a blanket, feeding it with a bottle, etc.).
For learners who need support in completing functional actions with the doll (ex. dressing), pre-teach the action in a one to one setting with step by step visual instructions. Once independent, transfer the materials and visual supports to the doll play area to be included in the sequence.
Procedure
- First, if needed, support the learner in checking his or her schedule.
- Next, if needed, support the learner in going to the physically structured “doll play” area as indicated on their schedule.
- Next, show them the work system (activity schedule) and review the steps.
- Next, if needed, support the learner in greeting the peer.
- Next, if needed, support the learner in matching step “1” to the first basket. Allow them to choose a doll. Support them in looking at the peer while they chooses their doll.
- Next, if needed, support the learner in matching step “2” to the second basket. Allow them to choose an outfit and dress the doll. Support them in looking to see what outfit the peer chooses for their doll.
- Next, using the learner’s communication device or the Core Fringe Topic Boards (PDFs provided), support the learner and the peer in communicating about the dolls and the outfits.
- Next, if needed, support the learner in matching step “3” to the third basket. Allow them to choose an accessory for the doll and put it on. Support them in looking to see what accessory their peer chooses.
- Next, support the learner and peer in communicating about the accessories.
- Next, support the learner in matching step “4” to the doll bed. Allow them to put the doll in the bed and cover it with a blanket. Support them in watching the peer put their doll to bed.
- Next, support the learner and peer in communicating about the doll going to bed.
- Next, support the learner in understanding that the activity is finished.
- Next, support him or her in saying goodbye to the peer.
- Then, if needed, support the learner in checking their schedule to see what is next.