Play and Social Skills for Children with Autism Spectrum Disorder

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 developingplay 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.

• ASD and social skill deficits in children
• Behavioral analysis and ASD
• EMT and autism spectrum disorder
• Enhanced Milieu Training and ASD
• Evidence-based play and social skills programs
• Inclusion criterion and autism spectrum disorder
• Modeling and prompting and ASD
• NLP and autism spectrum disorder
• Natural Language Paradigm and ASD
• Naturalistic teaching strategies and children with autism
• PEERS program and ASD
• PRT and autism spectrum disorder
• Pivotal Response Training and ASD
• Play and autism spectrum disorder
• Reinforcement and children with autism
• Scripts fading and children with ASD
• Social skills and ASD
• Social skills groups and children with ASD
• Video modeling and ASD
• Visual activity schedules and children with ASD

• Psychology Department, Claremont McKenna College, Claremont, USA

  Marjorie H. Charlop

• Texas State University College of Education, San Marcos, USA

  Russell Lang

• Department of Educational Studies, Purdue University, West Lafayette, USA

  Mandy Rispoli

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. 

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