Mary Kivett shares:
A time of learning to be together with a social partner and beginning to understand and be motivated by social interactions.
Interaction= a back and forth exchange with a social partner.
Social Partners = skilled partners (i.e. family members, adult friends, therapists, teachers) trained to facilitate social skills.
Peers = role models & can start teaching skills near the top of the Lower 4
Important = assess self-regulation as you approach each moment of “being social” (Calm + alert = Ready)
The ability to share the same space (i.e. within 5 feet) as another person.
The social partner moves into the social space and draws attention to herself by doing a similar activity as the learner.
Look for signs of interest (i.e. reaching, moving near, vocalizing)
When the learner is demonstrating this step successfully, she is maintaining proximity for at least 5 minutes.
While in a shared space practice being with someone and using the same materials (parallel play) as social partner.
Encourage the learner to notice her social partner
When the learner is demonstrating this step, she will visually attend briefly, to what the partner is doing.
The ability to coordinate visual attention with a social partner. The learner begins to follow or initiate attention to an item of interest. We teach the learner to follow the social partner’s direction (i.e. look, point, sound, word) to attend to something of interest. Example: (“We are looking at this.”)
Learner alternates his gaze between an object of interest and his social partner.
Important- have items available that are of great interest to learner
Social partner-use big exaggerated actions and expressions and slow down the pace of his sounds, words, and movements to get the attention of the learner.
Accept any small sign that learner wants to share his interest with another person.
Focus on back and forth interaction (“Me then you”)
The learner orients her body to her social partner, maintaining a shared focus for increasing amounts of time and learns to give and take an object, imitate sounds and actions, wait for her partner to respond eventually engage in reciprocal interaction lasting for more than one exchange.
Interactions can be verbal or nonverbal
Crucial step = learning to “be social”
Chapter 2 breaks things down into small steps and clearly states the importance of each one. Each step build on the one prior to it. At the bottom of each page there are real examples of a man (Gabriel) demonstrating each step during his daily life activities. Check it out! I found it very interesting.