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Initial Seminar - Day 1

Course 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/means Play 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
What Participants will Learn Day 1: 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.

Course 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 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.

Follow-up Seminar

Course 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.

	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

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).