Wings Learning Center & San Mateo-Foster City School District present a special two-day workshop on August 13 & 14, 2004 by Pamela Wolfberg, Ph.D., Assistant Prof., SFSU & Autism Institute on Peer Relations & Play and Therese O’Connor, M.A., Ed. Specialist & Co-Founder, Autism Institute on Peer Relations & Play “Enhancing Peer Socialization and Play in Children with ASD: Integrated Play Groups Model” This introductory seminar addresses the unique and complex challenges children on the autism spectrum encounter in peer relations and play. Participants will become familiar with the principles and practices comprising Integrated Play Groups, a research-based model designed to support children on the autism spectrum (novice players) in play with typical peers/siblings (expert players) within home, school, community and therapy settings. Working from the field manual “Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination”. Each participant is required to have this manual. The cost of the manual is not included in the registration fee. Day 1: Integrated Play Groups Model: Overview of Theory and Methods This session provides a basic overview of theory and methods. Lecture, slides, video, and hands-on activities will be used to illustrate concepts, tools and techniques. Participants will receive handouts to serve as a guide throughout the session and as a resource for future use. Day 2: Integrated Play Groups: Application and Practice This session is arranged in advance to involve a core group of participants committed to initiating the practices of Integrated Play Groups in home, school, therapy or community-based settings. Participants are requested to prepare and share brief videotapes of selected children at play. Working from these tapes, the session focuses on developing action plans for designing Integrated Play Groups. Attendees are required to attend Day 1. This workshop is designed for: Educators, therapists, parents and practitioners of children with Autism, PDD, Asperger’s Syndrome and related socialcommunicative needs. Location: Dates & Time: Cost: Note: San Mateo-Foster City Board Room 42 - 42nd Avenue San Mateo, CA 94401 Fri., August 13th and Sat., August 14th from 8:30am to 4:00pm $300 for two days; $175 for one day $50 discount for San Mateo-Foster City School District employees. 10% discount if registering before July 30. One (1) continuing education credit will be given for this course To register, please complete the following information & fax this sheet to (650) 342-8763 Please send payment to: Wings Learning Ctr, 49 N. San Mateo Dr., San Mateo, CA 94401 Name: ___________________________________________________________________ Email address: _____________________________________________________________ Professional designation or degree: ___________________________________________ Organization: ______________________________________________________________ Street Address: ____________________________________________________________ City, State, Zip: ____________________________________________________________ Telephone: Home: ___________________________ Work: _______________________ Questions? Contact Sherry Hartwig at Wings Learning Center - (650) 342-8753 Enhancing Peer Socialization and Play in Children with ASD: Integrated Play Groups Model Syllabus Day 1: This session provides a basic overview of theory and methods. Lecture, slides, video, and hands-on activities will be used to illustrate concepts, tools and techniques. Participants will receive handouts to serve as a guide throughout the session and as a resource for future use. LEARNING OBJECTIVES Participants will become familiar with: • Theories on the nature of autistic spectrum disorders, peer relations and play • Principles of the Integrated Play Groups model • Methods to assess play variations in children with autistic spectrum disorders • Methods to guide children’s peer socialization, communication, play and imagination • Methods for designing supportive play environments • Methods for designing quality peer play programs DAY 1 AGENDA Introduction Phase I. Embracing the Spirit of Play IPG Conceptual Foundation • Nature of play and the autism spectrum • Play’s prominent role in childhood • Key features of the IPG model Phase II. Setting the Stage for Play IPG Program and Environmental Design • Gathering the players • Preparing the play setting • Structuring the play session Phase III. Observing Children at Play IPG Assessment Methods • Fundamentals of the IPG assessment approach • IPG Observation Framework • IPG Assessment Tools Phase IV. Guided Participation in Play IPG Intervention Methods • Monitoring play initiations • Scaffolding play • Social-communication guidance • Play guidance Wrap Up Day 2: This session is arranged in advance to involve a core group of participants committed to initiating the practices of Integrated Play Groups in home, school, therapy or community-based settings. Participants are requested to prepare and share brief videotapes of selected children at play. Working from these tapes, the session focuses on developing action plans for designing Integrated Play Groups. *NOTE: Participants will be working from the field manual: “Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination” for this session (see publisher and purchasing information below) LEARNING OBJECTIVES Participants will acquire basic knowledge and practice in: • Planning Integrated Play Groups for individual children in combination with other educational and therapeutic approaches • Designing supportive play environments within home, school, therapy and community-based settings • Conducting assessments of children at play with peers • Setting meaningful goals for children • Designing strategies to guide children’s peer socialization, communication, play and imagination DAY 2 - WORKING AGENDA I. Introduction Introduction to teams Recap - Session Overview • Review / Questions • Qualities of effective and meaningful practice II. Program Planning and Environmental Design Large Group / Team Activity: • Share videotapes of selected children at play • Review Design Tools (Appendix II-A) • Conduct IPG Action Plan (Appendix II-A) and corresponding Field Exercises 1 – 9 (Appendix II-B ) • Report on Action Plans III. Practice in Assessment Methods Team Activity: • Review Assessment Tools (Appendix III-A ) • Conduct Play Questionnaire • Conduct Field Exercise 11 (Appendix III-B) • Set preliminary goals • Report on play questionnaire, profile and goals IV. Practice in Intervention Methods Team Activity: • Review Intervention Tools (Appendix IV-A) • Conduct Field Exercises 12-14 (Appendix IV-B ) • Critique guided participation role-play V. Wrap-up • Exchange ideas and materials • Future Maintenance – organize IPG support groups / follow-up SHORT BIOGRAPHY Pamela Wolfberg, Ph.D. is Assistant Professor of Special Education at San Francisco State University. She is also the creator of Integrated Play Groups and co-founder of the AUTISM INSTITUTE ON P EER R ELATIONS AND PLAY in San Francisco, California. Her current research and practice address the unique and complex challenges children on the autism spectrum experience in peer relations and play. Dr. Wolfberg has authored two books: Play and Imagination in Children with Autism and her newest release, Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination. She is a sought-after speaker in the United States, Canada, Europe and Asia. As a part of her practice, she offers a range of consultation and support services to families, practitioners and others who care for children with autism spectrum disorders and related conditions. Therese O’Connor is an Education Specialist in private practice and co-founder of the AUTISM INSTITUTE ON P EER R ELATIONS AND PLAY in San Francisco, California. Her practice centers on providing consultation, training and field supervision to teachers, therapists and parents in school, home, and community settings to support children with ASD in inclusive peer play programs. Ms. O’Connor earned her M.A. in Special Education (moderate/severe disabilities) at SFSU along with a specialist and multiple subjects credential in California. Her career includes nearly 20 years of direct service to individuals with ASD that includes working as a teacher in California and New York public schools and as a master IPG guide. She has conducted research on teacher perspectives on facilitated play in Integrated Play Groups, and has presented this research at professional conferences.