Kelly Pelzel PhD Christina Franklin PhD May 18 2018 Dr Pelzels Disclosures Disclosures Consultant Speakers bureaus No Disclosures Research funding R01MH104363 4115 33119 NIMH ID: 694694
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Slide1
Making Your PCIT More Autism-Friendly
Kelly Pelzel, PhD
Christina Franklin, PhD
May 18, 2018Slide2
Dr. Pelzel’s DisclosuresDisclosures
Consultant/
Speakers bureaus
No Disclosures
Research funding
R01MH104363 4/1/15 – 3/31/19 NIMH
“Comparing Behavioral Assessments Using Telehealth for Children with Autism”
Role: Co- Investigator
Stock ownership/Corporate boards-employment
No Disclosures
Off-label uses
No DisclosuresSlide3
Dr. Franklin’s DisclosuresDisclosures
Consultant/
Speakers bureaus
No Disclosures
Research funding
No Disclosures
Stock ownership/Corporate boards-employment
No Disclosures
Off-label uses
No DisclosuresSlide4
Our PlanDiscuss Challenges and Possible SolutionsPractice Developmentally-Sensitive Toy Selection & Coaching
Make & Take Visual Schedules
Discuss Possible PDI Modifications
Q&ASlide5
Challenge: Verbal Comprehension Deficits & Difficulties Adjusting to New Routines
Solution: Use visuals to aid understanding of what to expect
(
Sam
&
AFIRM
Team
,
2015)Visual schedule Social narrativeVisual labelsSlide6
Challenge: Sensory Sensitivities Solution: If possible, consider making adjustments to the sensory aspects of your PCIT room if they are problematic for a child.
lighting
sound
smell
texture
temperature Slide7
Challenge: Sustained Interest in Toys is BriefSolution: Rotate Toys (Dauch
et al, 2018)
Organize toys into appropriately sized sets
Rotate sets on a regular basis
Mix sets during play practice in novel waysSlide8
Challenge: Development is ImportantSolution: Developmentally-Sensitive Coaching
Information
to gather:
Social
development
Restricted interests
Development
of play
Language
functioningCognitive functioningAdaptive abilities
Tsatsanis
, K.,
Saulnier
, C.,
Sparrow
, S., & Cicchetti, D., (2011)Slide9
Challenge: Limited Expressive CommunicationSolution: Create additional opportunities by “tempting communication” through
strategic
toy
choice and placement (Ingersoll &
Dvortscak
, 2010)
Toys that require assistance
Toys that are in sight but out of reach
“Forgetting” to get out all the pieces of a toy setSlide10
Challenge: Limited Expressive Communication
Solution: Teach and coach parents to scaffold their
language models
during CDI.
“…The most essential feature of our hypothesis is the notion that developmental processes do not coincide with learning processes. Rather, the developmental process lags behind the learning process;
this
sequence then results in zones of
proximal development
.”
Lev
Vygotsky (1935)Slide11
Model New Language Forms
© 2010 The Guilford Press
Child’s Communication
Model
Pre-intentional or nonconventional gestures
Intentional gestures and single words
Word approximations or single words
Single words and two-word phrases
Two-word phrases
Simple phrase speech
Simple phrase speech
Phrase speech with descriptors
Phrase speech with descriptors
Complex phrase speech
(Ingersoll &
Dvortscak
, 2010)Slide12
Challenge: Limited Play SkillsSolution: Organize/select toys by what you hope to accomplish with them
Advancing
play
skills
Move
from building toys to
symbolic
representational
toysThink about preferred toys When to restrict and when to reintroduceSlide13
Scaffolding Play Skills
© 2010 The Guilford Press
Child’s Play
More Complex Response
Exploratory
(holding, mouthing, banging)
Cause and effect
(mechanical toys, bubbles, balloons)
Cause and effect
Combining objects
(stacking, sorting, nesting)
Combining objects
Functional play
(pushing car, throwing ball , using Play-Doh)
Functional play
Simple pretend play
(puitting person in car, feeding baby, talking on phone)
Simple pretend play
Symbolic play and multistep pretend play
(birthday party, doctor’s office)
(Ingersoll &
Dvortscak
, 2010)Slide14
DIRECTIONS FOR ACTIVITIESMake and Take Station
Choose what to schedule
(e.g., CDI, PDI)
Choose how to schedule
(e.g., board, flip book)
Take what you need and assemble your schedule!
Practice Toy Selection & Coaching
Form group of three
(child, parent, coach)
Choose toy(s) based on assigned play level
Coach/
p
ractice language and play models
Complete worksheets (across language levels)Slide15
MODIFYING PDI
WAYS TO ADAPT PDI TO FIT YOUR NEEDS
GESTURE & PHYSICAL PROMPTING
USE PDI FOR TANGIBLE BEHAVIORS ONLY
USE VISUALS
ELIMINATE THE BEAR
ELIMINATE THE CHAIR
CDI ONLY
Agazzi
, H., Tan,
R
., & Tan, S. Y. (2013
); Masse,
J
.,
McNeil
, C., Wagner, S., 7
Quetsch
, L., (2016)Slide16
IT IS TIME FOR QUESTIONS!Slide17
Contact InformationKelly Pelzel, PhDLicensed Psychologist
UISFCH Autism
Center
100
Hawkins Drive
Iowa City, Iowa
52242
kelly-pelzel@uiowa.edu
319-384-7161
Christina Franklin, PhD
Licensed Psychologist
Psychology Consultation Specialists
3300
Fernbrook
Lane North
Plymouth, Minnesota
55447
cfranklin@pcsmn.com
(763) 559-7050