Play and Social Skills for Children with Autism Spectrum Disorder (Evidence-Based Practices in Behavioral Health)

Chapter 1. More than Just Fun and Games: Definition, Development, and Intervention for Children's Play and Social Skills.- Chapter 2. New is Not Always Improved: Evidenced-Based Practice in Play and Social Skill Intervention.- Chapter 3. All Children Can Play: Prompting and Modeling Procedures to Teach Play to Children with Autism Spectrum Disorder.- Chapter 4.Keeping it Real: Naturalistic Teaching Strategies (NaTS) for Play and Social Skills.- Chapter 5. Lights, Camera, Action! Teaching Play and Social Skills to Children Video Modeling.- Chapter 6. Visualizing Success: Visual and Script Training Strategies for Teaching Play and Social Skills.- Chapter 7. Want to Play? Peer Mediated Play and Social Skills Intervention.- Chapter 8. The Power of Parents: Parent Implemented Play and Social Skills Intervention.- Chapter 9. Conclusion: Play and Social Skills as Behavioral Cusps.

This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual children's strengths and deficits.Topics featured in this book include:Naturalistic Teaching Strategies (NaTS) for developing play and social skills. Teaching play and social skills with video modeling. Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. Visual Activity Schedules and Scripts. Parent-implemented play and social skills intervention.Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.

Marjorie H. Charlop, Ph.D., BCBA, has dedicated her life's work to helping children with autism and their families. She is Professor of Psychology at Claremont McKenna College and Director of the Claremont Autism Center, her research and treatment center for children with ASD and their families. As a Licensed Psychologist, she also maintains a private practice and consultation services. Dr. Charlop has hundreds of professional conference presentations and publications in the field of autism and has been invited to provide workshops and lectures around the globe. Her book, "Naturalistic and Incidental Teaching Strategies for Children with Autism Spectrum Disorder" is in its second edition. She has served as Associate Editor and on Editorial Boards on numerous behavioral, autism, and education related journals. Dr. Charlop's research areas focus on the treatment of communication, motivation, social skills, and behavior problems. Using technology is among her newer research interests. Parent collaboration and education is among her primary areas of practice. Russell Lang, Ph.D., BCBA-D, is an associate professor of Special Education at Texas State University and a Board Certified Behavior Analyst-Doctoral Level. Dr. Lang is also the Executive Director of Texas State University's Autism Treatment Clinic. He earned a doctoral degree in Special Education with an emphasis in Autism and Developmental Disabilities from the University of Texas at Austin and completed a post-doctoral researcher position at the University of California in Santa Barbara. His primary research interests include teaching play and leisure skills, assistive technology, and the treatment of problematic behaviors in individuals with autism spectrum disorders. He is an associate editor of the Journal of Child and Family Studies and the Journal of Developmental and Physical Disabilities. Mandy Rispoli, PhD., BCBA-D, is an associate professor of Special Education at Purdue University and a Board Certified Behavior Analyst- Doctoral Level. Dr Rispoli is the Co-Director of the Purdue Autism Network. Dr. Rispoli's research focuses on function-based assessment and interventions for challenging behavior in young children with autism spectrum disorder and on teacher professional development in the area of challenging behavior.