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In an effort to maintain the integrity of the Integrated Play GroupsTM (IPG) model, we offer a series of trainings that are fully protected by copyright, intellectual property right and trademark laws.
Introductory and intermediate level training prepares participants to apply the practices of the IPG model in inclusive settings.
Successful completion of an advanced training and supervision (i.e., apprenticeship) program with an official endorsement (certification) from the Autism Institute on Peer Relations and Play is required to be fully qualified to deliver the IPG model as a program or service (see details of training options below).
We offer a number of different training options at the introductory, intermediate and advanced level. Training seminars are by invitation hosted by various organizations, such as schools, universities, parent-professional groups, community agencies, therapy clinics, medical centers and related organizations. For further details, contact info@wolfberg.com. Training events that are open to the community are posted on the "Events Calendar" . This is being updated on a regular basis, so it is best to check back periodically.
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Introductory |
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Advanced
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Initial IPG Seminar Day 1
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Initial IPG Seminar Day 1
Initial IPG Seminar Day 2 |
Initial IPG Seminar Day 1
Initial IPG Seminar Day 2
IPG Follow up Seminar |
Initial IPG Seminar Day 1
Initial IPG Seminar Day 2
Field Supervision (Apprenticeship) |
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IPG and Friend2Friend |
IPG and Sensory Integration |
For more details, contact info@wolfberg.com
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Initial IPG Seminar Day 1
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Seminar Description
This initial one-day seminar is open to a wide range of participants. The primary purpose is for participants to become familiar with the principles and practices comprising the IPG model. This session provides a basic overview of theory and methods. Lecture, slides, video, hands-on activities and interactive discussion are used to illustrate concepts, tools and techniques. Participants will receive handouts to serve as a guide throughout the session and as a resource for future use. |
Sample Agenda - Day 1:
I. Introduction: Conceptual Foundation
Nature of play and the autism spectrum
- Play's prominent role in childhood
- Key features of the Integrated Play Groups Model
II. Setting the Stage for Play: Program and Environmental Design
- Gathering and preparing the players
- Preparing the play setting
- Structuring the play session
III. Observing Children at Play: Assessment Methods
Fundamentals of the IPG assessment approach
- Play observation framework
- Social play styles
- Symbolic dimension
- Social dimension
- Communicative functions/meansPlay
- preferences/diversity of play
- IPG assessment tools
IV. Guided Participation in Play: Intervention Methods
- Monitoring Play Initiations
- Scaffolding Play
- Social-Communication Guidance
- Play Guidance
V. Wrap Up: Open Forum
- Questions / discussion
- Concluding Remarks
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What Participants will Learn
Participants will become familiar with:
Theories on the nature of peer relations and play in children on the autism spectrum
Principles of the IPG model
Methods to assess play variations in children with autism spectrum disorders
Methods to guide children’s peer socialization, communication, play and imagination
Methods for designing supportive play environments
Methods for designing quality peer play programs
Who Should Participate
Practitioners, parents and other family caregivers and service providers of children with ASD and related special needs, preschool through elementary school age (e.g., special and general educators, speech, language and communication specialists, psychologists, child development specialists, counselors, behavioral specialists, instructional assistants, occupational, physical and recreation therapists.
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Initial IPG Seminar Day 2
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Seminar Description
In an effort to maintain the integrity of the Integrated Play GroupsTM (IPG) model, we offer a series of trainings that are fully protected by copyright, intellectual property right and trademark laws.
Introductory and intermediate level training prepares participants to apply the practices of the IPG model in inclusive settings.
Successful completion of an advanced training and supervision (i.e., apprenticeship) program with an official endorsement (certification) from the Autism Institute on Peer Relations and Play is required to be fully qualified to deliver the IPG model as a program or service (see details of training options below).
We offer a number of different training options at the introductory, intermediate and advanced level. Training seminars are by invitation hosted by various organizations, such as schools, universities, parent-professional groups, community agencies, therapy clinics, medical centers and related organizations. For further details, contact info@wolfberg.com. Training events that are open to the community are posted on the "Events Calendar" . This is being updated on a regular basis, so it is best to check back periodically.
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Option 3
Follow-up Seminar
Introductory |
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Advanced
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Initial IPG Seminar Day 1
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Initial IPG Seminar Day 1
Initial IPG Seminar Day 2 |
Initial IPG Seminar Day 1
Initial IPG Seminar Day 2
IPG Follow up Seminar |
Initial IPG Seminar Day 1
Initial IPG Seminar Day 2
Field Supervision (Apprenticeship) |
IPG and Friend2Friend |
IPG and Sensory Integration |
For more details, contact info@wolfberg.com
|
| |
|
|
Initial IPG Seminar Day 1
|
Seminar Description
This initial one-day seminar is open to a wide range of participants. The primary purpose is for participants to become familiar with the principles and practices comprising the IPG model. This session provides a basic overview of theory and methods. Lecture, slides, video, hands-on activities and interactive discussion are used to illustrate concepts, tools and techniques. Participants will receive handouts to serve as a guide throughout the session and as a resource for future use. |
Sample Agenda - Day 1:
I. Introduction: Conceptual Foundation
Nature of play and the autism spectrum
- Play's prominent role in childhood
- Key features of the Integrated Play Groups Model
II. Setting the Stage for Play: Program and Environmental Design
- Gathering and preparing the players
- Preparing the play setting
- Structuring the play session
III. Observing Children at Play: Assessment Methods
Fundamentals of the IPG assessment approach
- Play observation framework
- Social play styles
- Symbolic dimension
- Social dimension
- Communicative functions/meansPlay
- preferences/diversity of play
- IPG assessment tools
IV. Guided Participation in Play: Intervention Methods
- Monitoring Play Initiations
- Scaffolding Play
- Social-Communication Guidance
- Play Guidance
V. Wrap Up: Open Forum
- Questions / discussion
- Concluding Remarks
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What Participants will Learn
Participants will become familiar with:
Theories on the nature of peer relations and play in children on the autism spectrum
Principles of the IPG model
Methods to assess play variations in children with autism spectrum disorders
Methods to guide children’s peer socialization, communication, play and imagination
Methods for designing supportive play environments
Methods for designing quality peer play programs
Who Should Participate
Practitioners, parents and other family caregivers and service providers of children with ASD and related special needs, preschool through elementary school age (e.g., special and general educators, speech, language and communication specialists, psychologists, child development specialists, counselors, behavioral specialists, instructional assistants, occupational, physical and recreation therapists.
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Initial IPG Seminar Day 2
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Seminar Description
The initial two-day seminar directly follows day 1 (see Option 1). The second day session is arranged in advance to involve a core group of participants interested in initiating the practices of the IPG model in home, school, community or therapy settings. Working in teams (professionals and parents), the session focuses on developing action plans to design and implement Integrated Play Groups for selected children. Participants are requested (although not required) to prepare and share brief videotapes of selected children at play.
*NOTE: The books, Play and Imagination in Children with Autism (Wolfberg, 2009 - second edition) and The IPG Field Manual; Peer Play and the Autism Spectrum: The Art of Guiding Children's Peer Socialization and Play(Wolfberg, 2003) are required for participation in this session.
Sample Working Agenda
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Sample Working Agenda - Day 2:
I. Recap - Session Overview
Introduction to Teams
Review / questions
Qualities of Effective Practice
II. Program Planning and Environmental Design
Share videotapes of selected children at play
Review Design Tools
Conduct IPG Action Plans
Report on Action Plans
III. Practice in Assessment Methods
Review assessment tools
Conduct Play Questionnaire
Conduct Field Exercises
Set preliminary goals for children
Report on play questionnaire, profile, and goals
IV. Practice in Intervention Methods
Review intervention tools
Conduct Field Exercises Role Playing
V. Wrap Up
Open Forum:
Exchange ideas and materials
Future maintenance Organize IPG support groups / task force
Plan field supervision / follow-up seminar |
What Participants will Learn
Participants will acquire basic knowledge and practice in:
Planning Integrated Play Groups for individual children in combination with other educational and therapeutic approaches
Designing supportive play environments within home, school, therapy and community-based settings
Conducting assessments of children at play with peers
Setting meaningful goals for children
Designing strategies to guide children’s peer socialization, communication, play and imagination
Who Should Participate
The second day session is pre-arranged to include a core group of participants who attended the initial seminar day 1 and are interested in initiating the practices of Integrated Play Groups in home, school, therapy or community-based settings.
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Follow up Seminar
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A one-day follow-up seminar may be specially arranged for individuals or groups who participated in an initial two-day seminar (Option 2) within the past six months, and are in the process of initiating the practices of IPG model in school, home, therapy and/or community-based settings. The session is designed to offer participants additional preparation for refining knowledge and skill to carry out Integrated Play Groups with children. Participants are requested to bring videotapes to the seminar with excerpts of children participating in their respective play groups and related social play activities.
What Participants will Learn
Participants will expand / refine basic knowledge and practice in:
Designing quality peer play programs in combination with
Conducting quality assessments to construct profiles of children’s play development
Monitoring children’s progress in play with peers and generalization across contexts
Carrying out effective intervention practices
Engineering supportive play environments
Qualitative evaluation of Integrated Play Groups through reflective practice
Who May Participate
The follow-up seminar is pre-arranged for individuals or groups who participated in an initial two-day seminar within the past six months, and are in the process of initiating the practices of Integrated Play Groups in school, home, therapy and/or community-based settings.
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I. Introduction - Designing Quality Peer Play Programs
Review Integrated Play Groups theory and practice
Quality indicators of effective program planning and practice
II. Conducting Quality Assessment
Constructing profiles of children's play development Social styles
Symbolic dimension
Social dimension
Communicative functions-means
Play preferences-Diversity of play
Setting goals for children (writing IEP objectives)
Monitoring children's progress Evaluating goals/objectives for children
Documenting generalization
Redefining meaningful goals/objectives
III. Reflection and Refinement of Intervention Practices
Setting the stage for play Preparing the players
Engineering the play environment
Structuring play sessions-carrying out routines and rituals
Guided Participation Monitoring play initiations
Scaffolding play
Social-communication cues
Open-ended play activities/themes
IV. Team Sharing and Future Planning
Exchanging ideas and materials
Maintaining IPG support groups/task force
V. Wrap Up
Concluding Remarks
Open-forum questions / discussion |
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Option 4
Field Supervision (Apprenticeship)
Course Description
Immediately following participation in a two-day initial seminar, field supervision may be specially arranged for select individuals or groups committed to implementing the IPG model in school, home, community or therapy settings. Practitioners who successfully complete this intensive preparation program may qualify as a "master play guide." Direct supervision may be provided to participants within the San Francisco Bay Area while long-distance supervision may be provided to those outside the area. Long-distance supervision may involve a combination of telephone conferencing, Internet communication and videotape exchange.
What Participants will Learn
Participants will expand / refine basic knowledge and practice in:
Designing quality peer play programs in combination with other educational and therapeutic approaches
Conducting quality assessments to construct profiles of children’s play development
Monitoring children’s progress in play with peers and generalization across contexts
Carrying out effective intervention practices
Engineering supportive play environments
Qualitative evaluation of Integrated Play Groups through reflective practice
Note: The same topics and field exercises covered in a Follow-up Seminar are embedded in Field Supervision (refer to sample working agenda in Option 3)
Who May Participate
Field supervision is pre-arranged for individuals or groups directly following participation in an initial two-day seminar. Participants must have the means to initiate and carry out Integrated Play Groups with children within a a school, home, therapy and/or community-based settings.
Course Description
New!!!!
Option 5
Fostering Peer Play and Friendships in Children on the Autism Spectrum:
Blending the IPG & Friend 2 Friend Models
Co-presented by Pamela Wolfberg, Ph.D., with Heather McCracken, Friend 2 Friend Social Learning Society
The Integrated Play groups (IPG) and Friend 2 Friend (F2F) models come together in this two-day seminar to address the unique social, play and friendships needs of children with autism spectrum and related disorders. These complementary models draw on best practices to support children on the autism spectrum develop to the best of their ability through play and socialization with their peer groups.
click here to download brochure
MORE DETAILS TO COME...
Option 6
Pathways to Play! Combining IPG & Sensory Integration Therapy
Co-presented by Pamela Wolfberg, Ph.D., with Rebecca Berry, P.T. and Glenda Fuge, O.T. - Developmental Pathways for Kids
Course Description
This two-day interdisciplinary seminar introduces a program that combines Sensory Integration therapy and the Integrated Play Groups model to address the unique social, play and sensory needs of children with ASD and related social-communicative needs. Through lecture, slides, video, case illustrations, hands-on activities, demonstration and interactive discussion, workshop participants will be presented with information, tools and techniques for supporting children in the clinic or classroom. Participants will receive a packet of materials, which will serve as a guide throughout the training and as a resource for future use.
Sample Agenda
Day 1:
I. Theoretical Foundation for Combining SI and IPG Paradigm Shift: Balancing the Act
Play in Childhood Culture and Development: Introducing the IPG Model
Sensory Integration Principles: The Just Right Challenge
II. Developmental Profiles of Play and Sensory Characteristics of Children with Autism Arousal, Alerting and Attention: Optimal Learning States
Play Variations: Symbolic and Social Dimensions
The Story of Claire: A Video Case Portrait
III. Setting the Stage for SI and IPG
Places for Play: Setting up Internal and External Environments
Recruiting and Preparing Peers to be Expert Players
Wrap-up: Q & A
Day 2:
Recap of Previous Day
IV. Methods to Enhance Peer Interaction and Play
Documenting Observations and Setting Meaningful Goals for Children : “Jane Goodall” Approach
Introduction to Breakouts
Breakout Session 1: Group A - Guided Participation in Integrated Play Groups: Tools and Techniques
Group B - Sensory Integration and Play: Demonstration
Breakout Session 2: Group A - Sensory Integration and Play: Demonstration
Group B - Guided Participation in Integrated Play Groups: Tools and Techniques
V. From Theory to Practice: Combining SI and IPG Case Studies of Children: Developing Profiles and Designing Strategies
Wrap-up: Concluding Remarks / Q & A
Sensory Integration therapy centers on enhancing children’s organization and processing of sensory information received through the senses including touch, movement, muscles and vision. Supported by a trained therapist, children are immersed in sensory motor play activities that are designed to be intrinsically motivating and child centered.
What Participants will Learn
Participants will become familiar with:
Theories on the nature of peer relations, play development and sensory processing in children with autistic spectrum disorders
Principles of Sensory Integration Therapy
Working knowledge of the Integrated Play Groups model
Techniques to assess children's play, social interaction, communication and sensory motor development
Techniques to enhance children's play, social interaction, communication and sensory motor development
Skills in strategic planning and design of quality peer play intervention programs
Who Should Participate
This seminar is suitable for occupational therapists, physical therapists and other practitioners who have a background or interest in sensory integration therapy and are working with children with autistic spectrum disorders (preschool through elementary age).
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Sample Agenda - Day 1:
I. Introduction: Conceptual Foundation
Nature of play and the autism spectrum
- Play's prominent role in childhood
- Key features of the Integrated Play Groups Model
II. Setting the Stage for Play: Program and Environmental Design
- Gathering and preparing the players
- Preparing the play setting
- Structuring the play session
III. Observing Children at Play: Assessment Methods
Fundamentals of the IPG assessment approach
- Play observation framework
- Social play styles
- Symbolic dimension
- Social dimension
- Communicative functions/meansPlay
- preferences/diversity of play
- IPG assessment tools
IV. Guided Participation in Play: Intervention Methods
- Monitoring Play Initiations
- Scaffolding Play
- Social-Communication Guidance
- Play Guidance
V. Wrap Up: Open Forum
- Questions / discussion
- Concluding Remarks
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What Participants will Learn
Who Should Participate
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The initial two-day seminar directly follows day 1 (see Option 1). The second day session is arranged in advance to involve a core group of participants interested in initiating the practices of the IPG model in home, school, community or therapy settings. Working in teams (professionals and parents), the session focuses on developing action plans to design and implement Integrated Play Groups for selected children. Participants are requested (although not required) to prepare and share brief videotapes of selected children at play.
*NOTE: The IPG Field Manual (Peer Play and the Autism Spectrum: The Art of Guiding Children's Peer Socialization and Play) is required for participation in this session.
Sample Working Agenda
Day 2:
I. Recap - Session Overview
Introduction to Teams
Review / questions
Qualities of Effective Practice
II. Program Planning and Environmental Design
Share videotapes of selected children at play
Review Design Tools
Conduct IPG Action Plans
Report on Action Plans
III. Practice in Assessment Methods
Review assessment tools
Conduct Play Questionnaire
Conduct Field Exercises
Set preliminary goals for children
Report on play questionnaire, profile, and goals
IV. Practice in Intervention Methods
Review intervention tools
Conduct Field Exercises Role Playing
V. Wrap Up
Open Forum:
Exchange ideas and materials
Future maintenance Organize IPG support groups / task force
Plan field supervision / follow-up seminar
What Participants will Learn
Day 2:
Participants will acquire basic knowledge and practice in:
Planning Integrated Play Groups for individual children in combination with other educational and therapeutic approaches
Designing supportive play environments within home, school, therapy and community-based settings
Conducting assessments of children at play with peers
Setting meaningful goals for children
Designing strategies to guide children’s peer socialization, communication, play and imagination
Who May Participate
The second day session is pre-arranged to include a core group of participants who attended the initial seminar day 1 and are interested in initiating the practices of Integrated Play Groups in home, school, therapy or community-based settings.
Option 3
Follow-up SeminarCourse Description
A one-day follow-up seminar may be specially arranged for individuals or groups who participated in an initial two-day seminar (Option 2) within the past six months, and are in the process of initiating the practices of IPG model in school, home, therapy and/or community-based settings. The session is designed to offer participants additional preparation for refining knowledge and skill to carry out Integrated Play Groups with children. Participants are requested to bring videotapes to the seminar with excerpts of children participating in their respective play groups and related social play activities.
Sample Working Agenda
I. Introduction - Designing Quality Peer Play Programs
Review Integrated Play Groups theory and practice
Quality indicators of effective program planning and practice
II. Conducting Quality Assessment
Constructing profiles of children's play development Social styles
Symbolic dimension
Social dimension
Communicative functions-means
Play preferences-Diversity of play
Setting goals for children (writing IEP objectives)
Monitoring children's progress Evaluating goals/objectives for children
Documenting generalization
Redefining meaningful goals/objectives
III. Reflection and Refinement of Intervention Practices
Setting the stage for play Preparing the players
Engineering the play environment
Structuring play sessions-carrying out routines and rituals
Guided Participation Monitoring play initiations
Scaffolding play
Social-communication cues
Open-ended play activities/themes
IV. Team Sharing and Future Planning
Exchanging ideas and materials
Maintaining IPG support groups/task force
V. Wrap Up
Concluding Remarks
Open-forum questions / discussion
What Participants will Learn
Participants will expand / refine basic knowledge and practice in:
Designing quality peer play programs in combination with
Conducting quality assessments to construct profiles of children’s play development
Monitoring children’s progress in play with peers and generalization across contexts
Carrying out effective intervention practices
Engineering supportive play environments
Qualitative evaluation of Integrated Play Groups through reflective practice
Who May Participate
The follow-up seminar is pre-arranged for individuals or groups who participated in an initial two-day seminar within the past six months, and are in the process of initiating the practices of Integrated Play Groups in school, home, therapy and/or community-based settings.
Option 4
Field Supervision (Apprenticeship)
Course Description
Immediately following participation in a two-day initial seminar, field supervision may be specially arranged for select individuals or groups committed to implementing the IPG model in school, home, community or therapy settings. Practitioners who successfully complete this intensive preparation program may qualify as a "master play guide." Direct supervision may be provided to participants within the San Francisco Bay Area while long-distance supervision may be provided to those outside the area. Long-distance supervision may involve a combination of telephone conferencing, Internet communication and videotape exchange.
What Participants will Learn
Participants will expand / refine basic knowledge and practice in:
Designing quality peer play programs in combination with other educational and therapeutic approaches
Conducting quality assessments to construct profiles of children’s play development
Monitoring children’s progress in play with peers and generalization across contexts
Carrying out effective intervention practices
Engineering supportive play environments
Qualitative evaluation of Integrated Play Groups through reflective practice
Note: The same topics and field exercises covered in a Follow-up Seminar are embedded in Field Supervision (refer to sample working agenda in Option 3)
Who May Participate
Field supervision is pre-arranged for individuals or groups directly following participation in an initial two-day seminar. Participants must have the means to initiate and carry out Integrated Play Groups with children within a a school, home, therapy and/or community-based settings.
New!!!!
Option 5
Fostering Peer Play and Friendships in Children on the Autism Spectrum:
Blending the IPG & Friend 2 Friend Models
Co-presented by Pamela Wolfberg, Ph.D., with Heather McCracken, Friend 2 Friend Social Learning Society
The Integrated Play groups (IPG) and Friend 2 Friend (F2F) models come together in this two-day seminar to address the unique social, play and friendships needs of children with autism spectrum and related disorders. These complementary models draw on best practices to support children on the autism spectrum develop to the best of their ability through play and socialization with their peer groups.
click here to download brochure
MORE DETAILS TO COME...
Option 6
Pathways to Play! Combining IPG & Sensory Integration Therapy
Co-presented by Pamela Wolfberg, Ph.D., with Rebecca Berry, P.T. and Glenda Fuge, O.T. - Developmental Pathways for Kids
Course Description
This two-day interdisciplinary seminar introduces a program that combines Sensory Integration therapy and the Integrated Play Groups model to address the unique social, play and sensory needs of children with ASD and related social-communicative needs. Through lecture, slides, video, case illustrations, hands-on activities, demonstration and interactive discussion, workshop participants will be presented with information, tools and techniques for supporting children in the clinic or classroom. Participants will receive a packet of materials, which will serve as a guide throughout the training and as a resource for future use.
Sample Agenda
Day 1:
I. Theoretical Foundation for Combining SI and IPG Paradigm Shift: Balancing the Act
Play in Childhood Culture and Development: Introducing the IPG Model
Sensory Integration Principles: The Just Right Challenge
II. Developmental Profiles of Play and Sensory Characteristics of Children with Autism Arousal, Alerting and Attention: Optimal Learning States
Play Variations: Symbolic and Social Dimensions
The Story of Claire: A Video Case Portrait
III. Setting the Stage for SI and IPG
Places for Play: Setting up Internal and External Environments
Recruiting and Preparing Peers to be Expert Players
Wrap-up: Q & A
Day 2:
Recap of Previous Day
IV. Methods to Enhance Peer Interaction and Play
Documenting Observations and Setting Meaningful Goals for Children : “Jane Goodall” Approach
Introduction to Breakouts
Breakout Session 1: Group A - Guided Participation in Integrated Play Groups: Tools and Techniques
Group B - Sensory Integration and Play: Demonstration
Breakout Session 2: Group A - Sensory Integration and Play: Demonstration
Group B - Guided Participation in Integrated Play Groups: Tools and Techniques
V. From Theory to Practice: Combining SI and IPG Case Studies of Children: Developing Profiles and Designing Strategies
Wrap-up: Concluding Remarks / Q & A
Sensory Integration therapy centers on enhancing children’s organization and processing of sensory information received through the senses including touch, movement, muscles and vision. Supported by a trained therapist, children are immersed in sensory motor play activities that are designed to be intrinsically motivating and child centered.
What Participants will Learn
Participants will become familiar with:
Theories on the nature of peer relations, play development and sensory processing in children with autistic spectrum disorders
Principles of Sensory Integration Therapy
Working knowledge of the Integrated Play Groups model
Techniques to assess children's play, social interaction, communication and sensory motor development
Techniques to enhance children's play, social interaction, communication and sensory motor development
Skills in strategic planning and design of quality peer play intervention programs
Who Should Participate
This seminar is suitable for occupational therapists, physical therapists and other practitioners who have a background or interest in sensory integration therapy and are working with children with autistic spectrum disorders (preschool through elementary age).
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