The Incredible Years® Autisme

1. ©The Incredible Years® Incredible Years® (IY) Parent & Teacher Autism Programs & Incredible Beginnings Teacher Program Carolyn Webster-Stratton Ph.D.

2. ©The Incredible Years® IY Building Blocks For Promoting Children’s Social, Emotional & Academic Skills: IY Parent Programs 2008/2017* Revised Danish Baby Manual Thank you Sivi Sevenning Ditte-Maria Marck Ravn Barbara Palmer

3. ©The Incredible Years® Revised Danish Leader Baby Manual

6. ©The Incredible Years® Suppemental IY Parent Program Innovations 2014 2012 20152004

7. ©The Incredible Years® IY Autism Spectrum Disorder (ASD) & Language Delays Parent Program

8. ©The Incredible Years® Buzz/Brainstorm All children with ASD are individuals: Buddie Buzz: Share your experiences of the general characteristics of children on the autism spectrum

9. ©The Incredible Years® Some SIGNALS of Children with ASD •Social interaction and verbal communication is impaired with peers and adults • Imagination, pretend play, ideas and creativity is reduced & play is unconventional • Gestures, express emotions and nonverbal communication is limited • Narrow range of interests, routines and repetitive behaviors • Affect withdrawn, unaware of others’ feelings, lack of social smile, anxious • Language delays, words out of context, echolalia • Sensory responses are unusual

10. ©The Incredible Years® Buzz/Brainstorm Buddie Buzz: Share your thoughts about parent’s thoughts, feelings and experiences parenting children on the autism spectrum.

11. ©The Incredible Years® • To increase parents’ confidence, reduce their stress and promote their development of support systems. • To promote more positive parent-child interactions, attachment and parents’ understanding of their children’s developmental needs. • To support families to strategically interact with children with ASD in ways that promote their language skills, school readiness, emotional self- regulation, social skills, empathy and positive relationships. IY ASD Parent Program Goals

12. ©The Incredible Years® IY ASD Program Delivery • Offered as a 14-16, 2-hour weekly sessions for parents of children (ages 2-5) with ASD • Use supplemental vignettes with the BASIC parent preschool program when there are parents of children with language delays and ASD in parent group

13. ©The Incredible Years® • Child-directed Play Promotes Positive Relationships • Pre-Academic & Persistence Coaching Promotes Language Development • Social Coaching Promotes Friendship Skills • Emotion Coaching Promotes Emotional Literacy • Pretend Play Promotes Empathy & Social Skills • Promoting Children’s Self-Regulation Skills • Using Praise & Rewards to Motivate Children • Limit Setting & Behavior Management IY ASD Parent Program Content

14. ©The Incredible Years® How is the IY ASD Program Different from the IY BASIC Parent Program? • New vignettes depicting children with ASD and language delays • Increased focus on coaching language development, imitation, sensory routines, use of pretend play, and promoting self-regulation skills. • Increased use of visual support schedules; choice, command and feeling cards; and nonverbal signals • Increased focus on the ABCs of behavior change and more explicit teaching about prompting and spotlighting • Individual tailoring of session practices according to children’s language and play levels • Reduced group size parent group

15. ©The Incredible Years® Incredible Years ® ASD Parent Program Part 1: Child-Directed Narrated Play Promotes Positive Relationships Vignette 1 Think about what is effective about the way the father gets into his son’s attention spotlight? Vignette 1: Father narrates Hudson’s Play

16. ©The Incredible Years® Vignette 1 Child-Directed Narrated Play

17. ©The Incredible Years® Child-directed Narrated Play Vignette 6 How does this mother get in Emilia’s spotlight? What is Amelia learning from this interaction? Vignette 6: Imitation, Gestures & Face-to-face interaction

18. ©The Incredible Years® Vignette 6 Child-Directed Narrated Play

19. ©The Incredible Years® Child-directed Narrated Play Vignette 7 What makes this father’s verbal and nonverbal gestures so effective? What is Hudson learning? Vignette 7: Encouraging Verbal and Nonverbal Communication

20. ©The Incredible Years® Spotlighting Part 1: Child-Directed Play Promotes Positive Relationships • Get face-to-face contact and gain your child’s attention before talking • Use simple, short sentences to narrate what child is doing, seeing & experiencing; (limit instructions and questions) • Wait and pause for your child’s turn to respond with a gesture, or word before speaking again • Listen, imitate, mirror and repeat your child’s sounds, gestures, behaviors & words • If your child is just speaking one word, start by adding a second word. Keep it simple, slow down, and build repetition • Combine your words with gestures • Narrate your child’s activities during daily routines such as mealtimes, bedtime, dressing, teeth brushing

21. ©The Incredible Years® Spotlighting Part 2: Pre-Academic & Persistence Coaching Promotes Language Development & School Readiness • Describe objects, actions, shapes, numbers, letters, colors, and positions of things your child plays with; avoid questions • Prompt your child to communicate by modeling words for him to copy • Use new and more complex words to expand your child’s vocabulary even if you know she won’t understand at first • Chant, sing rhymes and teach body movements or gestures that go with song words • Describe your own actions to your child • Match real objects with words and pictures • Praise your child for listening to you and for eye contact

22. ©The Incredible Years® Vignette 3: Coaching, Turn Taking and Sharing What strategies does this father use to help his son learn about turn taking? (Hudson balloon) Incredible Years ® ASD Parent Program Part 3: Social Coaching Promotes Friendship Skills Vignette 3

23. ©The Incredible Years® Incredible Years ® ASD Program: Part 3: Social Coaching Antecedant ~ get into child’s spotlight with favourite activity or object to get child’s attention (e.g., balloon, bubbles) Behavior ~ prompt the behavior you are encouraging Consequence ~ give reward of activity, or object and praise and mirror child’s words and gestures A B C

24. ©The Incredible Years® Part 3: Social Coaching Vignette 8 Vignette 8: Using Sensory Physical Activities to increase Social Interactions How does this father use the Antecedant (spinning activity) to foster communication?

25. ©The Incredible Years® Spotlighting Part 3: Using Fun Sensory Physical Routines to Motivate Social Interactions & Joint Play When your child seems withdrawn, uninterested, unresponsive or bored you can increase his energy and motivations as follows: • Exaggerate your fun responses and gestures with big smiles, laughter, silly faces, tickles, funny noises and bigger voices with more emotion; draw attention to your face • Play games such as a peek-a-boo and name a hidden object, or finger play or build a fort in your living room • Determine your child’s favorite rhythmic song or physical game such as rough housing; use song choice cards to help child make a song choice • Surprise your child occasionally with variation of routine such as new sound, new verse or steps • Pause sensory routine often to prompt your child to signal you for what he wants next; once you get signal (verbal or nonverbal) continue the game and pause again, waiting for another signal • Make sure you are not simply entertaining your child without requiring your child to stay connected with you by responding

26. ©The Incredible Years® Incredible Years ® ASD Parent Program Part 4: Emotion Coaching Promotes Emotional Literacy & Self-Regulation

27. ©The Incredible Years® Part 4: Vignette 4 Emotion Coaching How does this father model and prompt his son’s understanding of emotions? Modeling, Naming and Prompting Emotion Language

28. ©The Incredible Years® Part 4: Emotion Coaching Vignette 4

29. ©The Incredible Years® Spotlighting Part 4: Emotion Coaching Promotes Emotional Literacy • Describe your child’s feelings (don’t ask her what she is feeling) • Label your child’s positive feelings more often than negative feelings • When naming uncomfortable feelings such as frustration or anger, point out and praise a coping strategy. E.g., “you look frustrated, but you are staying calm and trying again.” • For nonverbal children, use visual pictures of feeling faces to help child share his feelings or to show your own feelings • Use puppets to share their own feelings or to comment on a child’s feelings • Connect feelings to a positive social interaction. E.g., “your friend looks happy because you shared your car with him.”

30. ©The Incredible Years® Incredible Years ® ASD Parent Program Part 5: Using Pretend Play to Promote Empathy And Social Skills Vignette 5 How is this mother using puppets to promote her daughter’s development of empathy? Using Puppets to Promote Empathy

31. ©The Incredible Years® Spotlighting Part 5:Using Pretend Play to Promote Empathy and Social Skills Use puppets to model, prompt and practice the following: • Greeting another child • Showing interest in child by asking, “What do you like to do?” • Prompt your child to ask your puppet what s/he likes to do? • Asking for help from your child • Sharing an emotion. Prompt your child to ask the puppet what he is feeling. • Sharing something with your child to promote joint play, e.g., “Would you like a turn with my car?” • Asking and then waiting for a turn. If your child has no language to respond verbally, puppet still can model words and respond to your child’s nonverbal responses. Use a different voice for puppet character and then go out of role to praise your child or your puppet for their social skills (e.g., waiting, taking turns, helping, giving eye contact, responding, listening)

32. ©The Incredible Years® Using the Calm Down Thermometer with Children What makes this father’s teaching of the calm down thermometer effective? Incredible Years ® ASD Parent Program Part 6: Promoting Children’s Self-Regulation Skills Vignette 2

33. ©The Incredible Years® Tiny Turtle Helps Model Self-Regulation Skills What is effective about mother’s use of the puppet to teach her child some self-regulation skills? Part 6: Promoting Children’s Self-Regulation Skills Vignette 3

34. ©The Incredible Years® Spotlighting Part 6: Promoting Children’s Self-Regulation Skills • Keep using emotion coaching and feeling visual cards to build emotion literacy • Practice calm down steps using Tiny Turtle puppet, books, games and calm down thermometer • Praise your child’s self-regulation skills such as staying calm, being patient, waiting a turn, using words or gestures when frustrated, going into turtle shell • Model and prompt your child to use words, feeling pictures, or puppets to express feelings and needs • Help your child to learn ways to self-regulate such as using special animal or blanket, taking deep breaths, telling himself he can calm down, thinking about his happy place, and solving a problem; use visual picture prompts to cue a child to take deep breaths or take a break • Model self-regulation skills yourself • Use puppet to model self-regulation skills

35. ©The Incredible Years® Part 7: Using Praise and Rewards to Motivate Children

36. ©The Incredible Years® Think about whether this father’s approach is working and what you would do next? Part 8: Managing Misbehavior Vignette 5B

37. ©The Incredible Years® Parent Reflections About Autism Program

38. ©The Incredible Years® 2015 20171995/2011 I Y Building Blocks For Promoting Children’s Social, Emotional & Academic Skills: Three IY Teacher Programs

39. ©The Incredible Years® Helping Preschool Children with Autism: Teachers and Parents as Partners (3-5 years)

40. ©The Incredible Years® Helping Preschool Children with Autism: Teachers and Parents as Partners (3-5 years) • Promoting Language Development • Promoting Social Interactions • Promoting Emotion Literacy and Self- Regulation

41. ©The Incredible Years® • 4-6, 2-hour weekly sessions • Offered to preschool teachers and/or parents with children on the autism spectrum or with language delays . • Best offered to parents after they have completed the 14-16 week Autism Parent Program first. • Best offered to preschool teachers after they have completed the Incredible Beginnings or the Teacher Classroom Management Program IY Helping Preschool Children with Autism: Teachers and Parents as Partners Program (3-5 years)

42. ©The Incredible Years® Goals • To support families and preschool teachers to strategically attend and play with children with ASD in ways that promote their language skills, school readiness, emotional self-regulation, social skills, empathy and positive relationships. • To develop support systems for parents and preschool teachers that enhance their confidence and understanding of the valuable role they play in promoting these children’s optimal social, emotion, and cognitive development. IY Helping Preschool Children with Autism: Teachers and Parents as Partners Program (3-5 years)

43. ©The Incredible Years® Part 1: Teachers Promoting Language Development Vignette 6 1. What is effective about how this teacher helps this boy learn joint play? Encouraging Joint Play Sharing (blocks)

44. ©The Incredible Years® Teachers Helping Preschool Children with Autism: Child-Directed Block Play Part 1 Vignette 6 (V-29)

45. ©The Incredible Years® Part 2: Teachers Promoting Social Interactions Vignette 14 1. What are the possible benefits of using this picture script with these boys? Using Play Scripts to Promote Joint Play

46. ©The Incredible Years® Part 1: Teachers Promoting Language Development Vignette 10 1. What is effective about how this teacher sets up this practice? 2. What is the antecedant (A), desired behavior (B) and Consequence?(C) Teacher Directed Practice ~ Asking and Sharing

47. ©The Incredible Years® Part 1: Teachers Promoting Language Development Vignette 12 1. What is effective about how this teacher prompts language communication? Using Snack Talk Cards to Promote Language

51. ©The Incredible Years® Teacher Classroom Management Program Workshop Topics 6 full day workshops spread out monthly • Nurturing positive relationships with students & parents • Teacher attention, encouragement, coaching and incentive tools • Preventing problems: proactive teaching tools • Decreasing children’s inappropriate behavior • Managing Misbehavior • Promoting social skills, emotional literacy, problem solving, and academic learning in the classroom

52. ©The Incredible Years® IY Teacher Programs Outcomes • Increases in teacher positive behavior management • Decreases in critical and harsh discipline • Reduced child classroom aggression • Increases in children’s social and emotional competence • Increases in children’s school academic success • Increases in parent involvement in their children’s education • Added benefits when combined with parent program Results from randomized controlled research trials by program developer and independent researchers:

54. ©The Incredible Years® How is Incredible Beginnings Program Different from TCM Program? • Vignettes and training protocol specifically for toddlers (1-3 years) • New vignettes for children 3-5 years with language delays and on the autism spectrum • Increased focus on toddlers; separation anxiety & ways to help parents and children • Focus on promoting language development and use of visual supports and nonverbal signals • Increased emphases on prompting, reading, and promoting self- regulation skills • Increased emphases on pretend play and use of puppets • Focus on the ABCs of behavior change

55. ©The Incredible Years® Incredible Beginnings: Supporting Children’s Early Development (1-5 years) • Building Positive Relationships with Toddlers and Managing Separation Anxiety • Promoting Language Development in Toddlers and Preschoolers • Social Coaching with Toddlers and Preschoolers • Emotion Coaching with Toddlers and Preschoolers • The Proactive Teacher • Positive Behavior Management for Toddlers and Preschoolers • Working Collaboratively with Parents

56. ©The Incredible Years® Incredible Beginnings: Teachers Supporting Children’s Early Development (1-5 years) • Protocol for Toddlers (12- 30 months) • Protocol for Preschoolers (3-5 years) • Some topics include children with developmental delays • 6-7 monthly full day group workshops (12-14 teachers/day care providers) • Assignments given between workshops • Coaching between workshops * Same methods processes as TCM program

57. ©The Incredible Years® Program Two: Promoting Language Development in Tweenies Vignette 1 What is effective about how this teacher is helping children learn language? Descriptive Commenting: Snack Time

58. ©The Incredible Years® Incredible Beginnings Program Two: Promoting Language Development in Toddlers Vignette 17 What is effective about how this teacher promotes language development? Snack Time Menus

59. ©The Incredible Years® What is effective about how this teacher helps this toddler learn social skills? Social Coaching on Play Ground Incredible Beginnings Program Three: Social Coaching with Toddlers Vignette 13

60. ©The Incredible Years® Incredible Beginnings Social Coaching with Toddlers Vignette 11 What is effective about how this teacher uses a puppet to teach a child a social skill? Using Puppets to Teach Social Skills

61. ©The Incredible Years® Incredible Beginnings ~ Social Coaching with Preschoolers Vignette 19 Drama Play What is effective about how this teacher coaches drama play to encourage social joint play? Using Drama Play to Teach Social Skills

63. ©The Incredible Years® Supporting parents and teachers is an investment in our children’s future Thank you Denmark Team for this commitment!

64. ©The Incredible Years® Supporting parents and teachers is an investment in our children’s future Thank you Denmark Team for this commitment and vision of the future!

The Incredible Years® Autisme

The Incredible Years® Autisme

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