refrigerator list regarding, 189
sounds and, 290, 299–300
teaching to your child, 169–188
toy play and, 245–246
Independent play, 252–258, 259, 272–274, 286, 321–322. See also Play
Individualized education program (IEP), 12, 25
Individualized family service plan (IFSP), 12, 25
Individuals with Disabilities Education Improvement Act (IDEA), 14
Infant learning, 49–50, 58. See also Learning
Instructions, following, 306–311
Insurance coverage, 16, 17
Interactions with others. See Social interactions
Interests of your child. See also Joint attention; Preferences of your child
attention to people and, 65–71, 85–87
joint activity routines and, 116–120, 127–130
joint attention and, 221
toy play and, 246–247
Intervention, early. See Early intervention
Intervention teams, 24–25. See also Therapists
Intervention techniques. See also Early intervention; Parent-delivered early intervention
attention to people and, 65–88
overview, 56, 315–320
resource list and, 335
use of by parents, 56–57, 58–59
Joint activity routines. See also Turn taking
closing and transitioning to the next activity, 127–130
creating during other daily routines, 130–135
elaborating, 124–127
forms for, 136
imitation and, 186–187
nonverbal communication and, 157–164
overview, 115–117, 120–121, 316
pretend play and, 261, 262–285
refrigerator list regarding, 137
setting the theme in, 121–124
setup phase of, 117–118
symbolic substitutions and, 274–279
toy play and, 118–120, 245–246
Joint attention. See also Attention to people; Attentional functioning; Back-and-forth interactions; Interests of your child; Preferences of your child
increasing, 222–241
joint attention and, 223–241
overview, 192, 220–222, 241
refrigerator list regarding, 242
Labeling objects, 295–296. See also Naming objects
Lacing, 249, 324–325. See also Toys
Language development. See also Communication skills; Speech development
discussing with siblings, 34
helping your child to build expressive speech and language, 289–302
helping your child understand speech, 303–311
imaginative play and, 261
imitation and, 167–168
learning and, 48–49
overview, 3, 312, 317
pretend play and, 285
refrigerator list regarding, 313
Learning. See also Applied behavior analysis (ABA)
attention to people and, 64–65
back-and-forth interactions and, 114–115
challenges associated with ASD and, 52–54
energy level and, 107–110
fun quotient (FQ) and, 92
imitation and, 167–168
overview, 47–49, 58, 190–193, 316
scaffolding and, 51–52
teaching the ABCs of learning to your child and, 194–218
toy play and, 243–252
Learning opportunity
daily routines and, 317–320
joint attention and, 242
overview, 198, 315–320, 321–323
teaching the ABCs of learning to your child and, 209–213, 218
toy play and, 243–252
Least-to-most prompting hierarchy, 273
Legal rights, 14, 333
Life experiences, 282–283
Listening, 29–30, 82, 85–87, 301–302. See also Receptive language
Marriage, 28–33. See also Family, caring for
Mealtimes. See also Daily routines
attention to people and, 72–73, 75
creating joint activities during, 130–135
helping your child understand speech and, 306–307
imitation and, 176–177, 182
nonverbal communication and, 144–145, 150–151
overview, 317–318
pretend play and, 265–266, 270–271
teaching your child to point at objects, 236
understanding nonverbal communication of others and, 154
Medical problems, 17, 20, 22–24
Medications, 23, 41
Motivation, social, 52, 66, 307
Multiple interactions at once, 76
Multistep tasks, 308–309, 311
Naming objects, 122–123, 238–239, 295–296
Narrating your child’s actions
attention to people and, 82–83, 85–87
nonverbal communication and, 147–148
sensory social routines and, 104–105
turn taking and, 122–123
Natural reinforcement, 305–307, 310. See also Reinforcement
Needs of yourself and family. See Family, caring for; Self-care
Negative reinforcement, 198, 203, 205. See also Reinforcement
“No,” communicating, 150–151
Nonverbal communication. See also Body language; Communication skills; Facial expressions; Gestures; Joint attention; Social communication
adding sounds to, 297–300
forms for, 160–163
helping your child to understand in others, 153–157
imitation and, 167–168, 179–184
increasing, 140–153
joint attention and, 221
overview, 58, 138–140, 164
parent-delivered early intervention and, 56
planning activities to increase, 157–164
refrigerator list regarding, 165
sensory social routines and, 95–100
social comfort zone and, 79–80
teaching the ABCs of learning to your child and, 204–205, 210–211
teaching your child to point at objects, 233–241
Nutrition, 38, 213n–214n
Object play. See also Joint attention; Play; Toy play
activity routines and, 119–120
daily routines and, 318–319
elaborating the joint activity and, 125
helping your child to build expressive speech and language, 295–296
imitation and, 173–178
joint attention and, 223–241
lists of suggestions for objects, 324–325
pretend play and, 263–268
sensory social routines and, 105–106
symbolic substitutions and, 274–279
Observing your child, 195–197, 202–204, 208
One-up rule, 308–309, 311, 323
Organization, 252–254
Other people, 153–157. See Attention to people; Joint attention
Parent-delivered early intervention, 4, 19, 21, 51–52, 54–59. See also Early intervention
Pediatricians. See Physicians
Physical closeness. See Positioning yourself and your child
Physical health. See Health, physical
Physical play, 65–71, 71, 145, 271. See also Games; Play
Physicians, 17, 20, 23. See also Intervention teams
Play. See also Fun quotient (FQ); Object play; Pretend play; Social play; Toy play; Turn taking
attention to people and, 65–71, 71
back-and-forth interactions and, 113
daily routines and, 318–319
early intervention and, 4, 49
elaborating the joint activity and, 124–127
ending and transitioning to the next activity, 127–130
helping your child understand speech and, 306–307
imitation and, 173–178
increasing the fun quotient (FQ) and, 94–110
; independent play, 252–258
learning and, 53
nonverbal communication and, 145
overview, 58, 316
parent-delivered early intervention and, 56
refrigerator list regarding, 259
siblings and, 34
Pointing, 233–241, 242
Positioning yourself and your child
attention to people and, 70–72
independent play and, 256
nonverbal communication and, 152–153
overview, 79–81
teaching your child to point at objects, 234
toy play and, 247
Positive reinforcement, 205. See also Reinforcement
Praise, 174, 200. See also Consequences; Rewards
Predictability, 154–156
Preferences of your child, 65–71, 127–130, 246–247. See also Interests of your child; Joint attention
Preschool, 12, 15–16, 18–19. See also Early intervention
Pretend play. See also Play
animate play and, 268–272
increasing, 262–285
overview, 260–261, 285
refrigerator list regarding, 286
symbolic combinations and, 279–285
symbolic substitutions and, 274–279
Prompts, 179–180, 223–233, 273, 308–309
Punishment, 200–202. See also Consequences; Rewards
Receptive language, 287–289, 303–311, 312, 313. See also Speech development
Reciprocity, 95, 95–100
Reinforcement. See also Rewards
antecedents and, 205
applied behavior analysis (ABA) and, 193
forms for, 203, 212
helping your child understand speech and, 305–307, 310
imitation and, 180
overview, 198
refrigerator list regarding, 219
teaching the ABCs of learning to your child and, 194–218
Resources
associations, organizations, and websites, 12–14, 16, 44, 54, 327–332
book suggestions, 325–326
child care, 332–333
legal issues, 333
lists of toy/object, 324–325
parenting resources, 333–334
Respite care, 32–33, 332–333
Responding, 301–302, 304–307, 310
Rewards, 194–218, 197–204, 305–307. See also Reinforcement
Risk factors, 54
Role reversal, 264
Routines
creating joint activities during, 130–135
helping your child understand speech and, 306–307
imitation and, 182
increasing the fun quotient (FQ) and, 94–110
nonverbal communication and, 151, 153–157, 157–164
overview, 94, 314–315, 316
pretend play and, 265–266, 270–271, 281–282
Scheduling, 22, 314–315. See also Daily routines; Routines
Self-care. See also Family, caring for
adjusting to caring for a child with ASD, 27–28
emotional health, 40–46
overview, 37, 322–323
physical health, 38–40
pretend play and, 266
Sensory social routines. See also Fun quotient (FQ)
attention to people and, 68
back-and-forth interactions and, 114
closing joint activities and transitioning to the next activity and, 127–130
energy level and, 107–110
increasing the fun quotient (FQ) and, 94–110
nonverbal communication and, 154, 157–164
overview, 91–94, 316
pretend play and, 265–266
refrigerator list regarding, 111
rhythm of, 95–100
sounds and, 292
Setup phase of joint activities. See also Turn taking
independent play and, 254–255
overview, 117–118
pretend play and, 264, 269, 275, 280
toy play and, 245–250
Shaking head “no,” 150–151. See also Nonverbal communication
Sharing, 113. See also Back-and-forth interactions; Turn taking
Showing activities, 237–238, 242. See also Pointing
Siblings, 33–36, 257, 334, 335
Signaling. See Nonverbal communication
Sleep hygiene, 20, 22, 39. See also Sleep problems
Sleep problems
behavioral challenges and, 213n–214n
overview, 20, 22
resource list and, 335
self-care and, 39, 41–42
Social comfort zone, 79–81
Social communication, 70–74. See also Communication; Nonverbal communication
Social development, 34
Social games. See Games; Sensory social routines
Social interactions. See also Attention to people; Back-and-forth interactions; Communication; Joint attention
attention to people and, 66, 76
early intervention and, 4
finding them to be rewarding, 92–94
imitation and, 167–168
learning opportunities and, 321
multiple interactions at once, 76
nonverbal communication and, 148, 153–157
pretend play and, 285
speech development and, 288
teaching the ABCs of learning to your child and, 209–213
Social motivation. See Motivation, social
Social play. See also Play
attention to people and, 75
back-and-forth interactions and, 114
daily routines and, 318–319
increasing the fun quotient (FQ) and, 94–110
learning opportunities and, 319
overview, 3
parent-delivered early intervention and, 56
Social rules, 168, 285
Social skills, 243–244
Social support, 42–44, 46, 322–323
Songs. See also Sounds
attention to people and, 73
daily routines and, 318–319
imitation and, 170–171
resource list and, 335
sensory social routines and, 97–98, 101
Sounds. See also Nonverbal communication; Songs
daily routines and, 318–319
helping your child to build expressive speech and language and, 289–294, 301–302
imitation and, 170–173
joint attention and, 221
overview, 289
refrigerator list regarding, 313
Speech development, 139, 287–289, 317. See also Expressive language; Language development; Receptive language
Speech-language therapists, 16. See also Intervention teams; Therapists
Spirituality, 44
Spontaneous play, 252, 272–274, 286, 321–322. See also Independent play
Spontaneous utterances, 302. See also Expressive language
Statistics regarding autism diagnosis, 1, 11–12
Support groups, 43–44, 322–323
Symbolic combinations, 262, 279–285. See also Pretend play
Symbolic play. See Pretend play
Symbolic substitution, 262, 274–279. See also Pretend play
Symptoms, 49, 52–54
Taking care of yourself and family. See Family, caring for; Self-care
Taking turns. See Turn taking
Themes in play
back-and-forth interactions and, 121–124
creating joint activities during daily routines, 130–135
independent play and, 255
pretend play and, 264, 269, 270, 275–276, 277, 280, 281–282
toy play and, 245–246, 247–252
Therapists
criteria for measuring the quality of a home-based intervention program and, 21
criteria for measuring the quality of an early intervention program and, 18–19, 21
in the home setting, 17
ov
erview, 320–321
physicians and, 17, 20
sleep problems and, 22
team meetings and, 24–25
use of multiple therapists, 16
Toileting routines. See Bathroom routines; Diapering
Toy play. See also Object play; Play
attention to people and, 65–71
imitation and, 173–178
increasing variety, flexibility and learning opportunities in, 245–252
joint attention and, 223–241
learning and, 53, 319
overview, 3, 243–245, 258
parent-delivered early intervention and, 56
refrigerator list regarding, 259
Toys. See also Book activities
activity routines and, 118–120
animate play and, 268–272
attention to people and, 65–71, 74–79
changing frequently, 256
elaborating the joint activity and, 125
imitation and, 173–178
independent play and, 252–254, 256
joint attention and, 223–241
lists of suggestions for, 324–325
organization of, 252–254
pretend play and, 263–268, 268–272
resource list and, 334
sensory social routines and, 103–106
symbolic substitutions and, 274–279
toy play and, 249
Transitions
closing joint activities and transitioning to the next activity, 127–130
independent play and, 255
pretend play and, 269–270, 276, 281
toy play and, 245–246, 251
Treatment. See Early intervention
Turn taking. See also Back-and-forth interactions; Play
forms for, 136
imitation and, 168, 184–186
increasing, 115–135
learning and, 53
overview, 3, 112–115
refrigerator list regarding, 137
sensory social routines and, 101
setting the theme in, 121–124
teaching your child to give you objects, 224
Variation. See also Creativity
elaborating the joint activity and, 124–127
imitation and, 184–186
independent play and, 255
pretend play and, 264, 269, 276, 280–281
refrigerator list regarding, 259
sensory social routines and, 102
toy play and, 243–252
Voice, 291, 297–298. See also Expressive language; Language development; Sounds
Wants of child. See also Preferences of your child
Websites regarding ASD
Autism Speaks website, 12, 14, 16, 44, 54, 328
National Professional Development Center on ASD website, 14
National Standards Project website, 13–14
overview, 11–12
resource list of, 327–332
Words
helping your child to build expressive speech and language, 293, 294–297
helping your child understand speech and, 308–309, 311, 323
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