Autism Speaks Final Report Narrative Summary of Key ... Autism Speaks Final Report Narrative Summary of Key Project Objectives Imagine the Possibilities: Creating Dramatic Worlds with

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Autism Speaks Final Report Narrative Summary of Key Project Objectives Imagine the Possibilities: Creating Dramatic Worlds with Youth on the Autism Spectrum Submitted by Gretta Berghammer University of Northern Iowa May, 2014 The following document summarizes ALL work and results for Imagine the Possibilities: Creating Dramatic Worlds with Youth on the Autism Spectrum for the grant period of January1-December 31, 2013.

Project Title: Imagine the Possibilities: Creating Dramatic Worlds with outh on the Autism

Spectrum

Focus: Social skills training, peer modeling and inclusion through a recreation (drama based)

program for individuals with autism spectrum disorders.

Goal: To develop, implement and assess a K-5 Process Drama Curriculum and related

teaching strategies that can be implemented in a mainstreamed classroom setting by the classroom teacher, which embeds the principles of ABA for developing and shaping positive individual and social behaviors in youth with autism.

How: a) Carefully design a K-5 Process Drama curriculum for inclusive classroom and workshop settings which provides opportunities for social and creative interactions between youth with autism and their typical peers AND embraces key principles of Applied Behavior Analysis. ABA methodology is the ONLY research supported intervention with consistent positive results in modifying and changing autism spectrum behaviors that prevent positive social and educational interactions and progress. (See Spectrum Drama Core Companion; See Sample Inclusion Unit) b) Implement the Process Drama curriculum in elementary schools, in spectrum specific and inclusive classrooms, and twice monthly weekend recreational drama program for youth on the autism spectrum and their typical peers and/or siblings. c) Evaluate the Process Drama curriculum in order to determine which Process Drama strategies and designs for learning generate the best outcomes for improving social/communication/behavioral skills of youth with ASD. (See Student Data Sheet Appendix A; See Summary Information and Graph/Data Review below) d) Provide a model for teaching and learning that embeds the principles of ABA in an inclusive and creative context to pre-service teachers/teaching artists and classroom teachers (See Sample Inclusion Unit, Rude Giant Unit, Granny and the Bean Thief)

Results of All Planning activities 1. Determine content of the Process Drama Curriculum Lead teacher (Gretta Berghammer) met with all cooperating teachers, counselors, and key building administrators January 2013 and August 2013 in order to determine curricular links and establish themes and topic areas that served as the foundation for the Process Drama

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curriculum. Details of that curriculum are noted in Spectrum Drama Core Companion (attached). Due to changes in district demographics, minor changes in implementation sites were necessary, resulting in a reduction in elementary school sites from FOUR to THREE. Family/student relocation also generated a change in numbers (detailed information below)

2. Identify how ABA will be infused into Process Drama Lessons Lead teacher (Gretta Berghammer) met with ABA consultant Dr. Lisa Kemmerer a total of 8 times in order to determine how ABA methodologies would be structured, infused into each lesson, implemented and observed; to discuss progress of the grant project; to review curriculum development; and to discuss and analyze data. A definition for each methodology was developed and used to help insure that best ABA practices were consistently used by Lead Teacher Gretta Berghammer (See Teacher Fidelity Sheet, Appendix B) 3. Development of Pilot Lessons Lead teacher (Gretta Berghammer) developed and implemented two pilot Process Drama lessons that enveloped a component of the theme/topic area identified in planning Step One and embraced the ABA methodologies defined and identified in planning Step Two (included below). These pilot lessons were presented at the beginning AND end of the January-April portion of the project and served as the “first” lesson when reconvening work with students in September. (See Appendix C) 4. Implementation of Pilot Lessons Lead teacher (Gretta Berghammer) implemented both pilot lessons with students at each elementary school. Dr. Kemmerer reviewed and confirmed that best practices for teaching and learning ABA were embedded in the Process Drama lesson pilots.

Grant Methodology a) Process Drama lesson were carefully reviewed before and after implementation in order to specifically identify how social and creative interactions between youth with autism and their typical peers were presented and performed. A Student Data Sheet (Appendix A) was used to record these social and creative interactions, along with anecdotal information based on observations. This information was recorded by student associates hired specifically to work on the grant project. These same student associates also recorded information for all spectrum youth participating in the program. b) Process Drama lessons were carefully reviewed before and after implementation in order to specifically identify how key ABA components were presented and performed; c) Detailed records regarding the overall project implementation (teaching schedules, number of participants, duration, etc) were recorded daily by lead teacher. Note: Information garnered via this methodology are included in this final report.

Curriculum (see Spectrum Drama Core Companion) The drama curriculum developed over the grant period is linked directly to the Iowa Department of Education Fine Arts Curriculum in Drama and Theatre. This curriculum is developed around SIX UNIVERSAL SKILLS: Flexibility/Adaptability, Communication, Collaboration, Creativity, Critical Thinking and Productivity. The drama curriculum developed as a result of this grant project focused on FIVE of those Universal Skills. Productivity was determined to be outside the scope and intent of this teaching and learning project

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Flexibility/Adaptability: Play Pretend Explore Invent Improvise

Communication:

Perform Practice/Rehearse Share

Critical Thinking Apply Compare/Contrast Analyze

Collaborate Participate Synthesize Flexibility Interpersonal Communication

Creativity Design Perform Integrate Construct Specific examples of drama activities illustrating these skills in action AND sample units of how lessons were structured and sequenced to support student learning are included in the Spectrum Drama Core Curriculum. For more information regarding specific lesson plans, lesson units built around the themes mentioned in this report, please contact Gretta Berghammer at the University of Northern Iowa, Department of Theatre ([email protected]) See also the three sample teaching units included with this grant report.

Content FIVE drama skills were emphasized throughout the grant project and served as the foundation for all lesson developed. The skills included: Sensory Awareness: Activities that emphasize dramatically at least one of the five senses; in this lesson touch and sight will be emphasized Movement: activities that generate and emphasize a spontaneous, physical response to a prompt. The prompt can be visual or aural. The response can be large or small motor based. Pantomime: acting without words. Activities that focus and emphasize communicating any of the following non-verbally: action, mood, environment, character, age, occupation, emotions/feelings, objects or animals. Can be large or small motor based; can include gesture and facial expression. Story Dramatization/Character Development: The creation of a story using action and sound/words. In most cases, students replay characters introduced by the leader. Role-Play (playing self or another in a “regular” daily situation)

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As the grant project progressed, FEWER lessons focused on beginning skills of Sensory Awareness and Movement, while MORE emphasis was placed on Pantomime, Story Dramatization/Character Development and Role Play. This modification was made in response to the growth students were showing in their drama skills work and in response to data analysis at the mid-point which indicated that pantomime and story dramatization/character development work was generating the greatest positive change in student work across all age groups.

Social Skills Embedded Within the Drama Curriculum A key focus of the grant project was to use the drama sessions to support and expand five social skills among the spectrum population AND to provide opportunities for these same skills to be applied when working dramatically in an inclusive classroom learning environment with their “typical” peers. The social skills identified for the purposes of this grant project for emphasis and inclusion in drama lessons are as follows: Imitation

Examples: repeating a word or phrase, copying a gross motor action or pose after the teacher OR another student demonstrates (e.g., teacher says, “I like to play ball” and student repeats, “I like to play ball” or “play ball” or “ball”; teacher models moving like a bear and student imitates the actions of the teacher). Pretend Play

Examples: teacher models a pretend play action (e.g., using a disc like a steering wheel and models driving) and student demonstrates the same action. Student wears a costume piece and portrays a character other than self. Turn-Taking/Collaborating Successfully with Another

Examples: student engages in a back and forth action with another student or teacher such as rolling the ball or catching the ball, creating a shape with their bodies; student repeats and replays dialogue between two characters, in turn, with a partner as shared in a story by the leader Generate and Sharing a New Idea Verbally OR Non-Verbally

Example: Student initiates and shows OR describes a new idea (e.g., new movement, pose, or action) that the teacher has not previously demonstrated. Social Interaction

Example: student initiates a spontaneous (not directed by an adult) interaction with a peer (e.g., asks a question, makes a comment, shares a material, shows an item or material, taps a child to get their attention) and/or student participates in a social interaction opportunity/activity with another

Applied Behavior Analysis Methods Incorporated into the Drama Process A total of SIX Behavior Analysis Methods were used by the Drama leader as a part of her teaching process. These included the: Use of Visual Cues Use of Verbal Prompts Use of Model Prompts Use of Physical Prompts Use of Social Praise Use of Error Corrections strategies, both verbal and physical

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Please see attached video labeled Gretta Teaching to see examples of each of these in action. See Percentage of Creative Skills/Skills Emphasized per Activity Document frequency that each

Drama skillwas used, which social skills were emphasized. See lessons for suggestions on how

to infuse ABA.

Inclusion Model Results of work completed with spectrum specific students during January-April 2013 were used and considered as lessons and units for the Inclusion segment were planned and developed. A sample of the unit developed for implementation in a fourth grade classroom is included See Inclusion Lesson Unit) In addition to the elementary students participating in the inclusion lessons, pre-service teachers, pre-service teaching artists, and licensed teachers and other education professionals either participated in OR observed these lessons.

Demographic Information: Note: please see Video entitled Testimonials to hear reactions and remarks from participating teachers and parents. School and Student Information: January-April 2013 Four K-5 elementary schools in Waterloo: Kittrell, Lou Henry, Lowell, Highland One PK School: Cedar Valley Preschool* *Cedar Valley Preschool: 5 students total 1 teacher 4 para-educators 1 pre-school spectrum specific self-contained classroom (5 students) 30 minute session weekly *this program was not part of the original grant proposal; was included by the researcher because she was curious as to how this age group would respond to the drama based ABA work; this work was funded by the researcher and NOT by the grant Lou Henry Elementary: 13 students 14 teachers 1 Lead teacher 6 para-educators 1 K-2 combined spectrum specific group (pull out program) (7 students total) 1 3-5 combined spectrum specific group (pull out program)* (7 students total) 45 minute sessions Lowell Elementary: 17 students total 15 special education teachers 6 para-educators 1 K-2 combined spectrum specific group (pull out program) (10 students) 1 3-5 combined spectrum specific group (pull out program)* (7 students) 45 minute sessions

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Highland Elementary: 6 students total 1 teacher 3 para-educators 1 spectrum specific self-contained multi-grade (K-5) classroom (6 students) 30 minute sessions Kittrell: 17 students total 2 teachers 5 para-educators 1 2-5 combined spectrum specific classroom (7 students) 1 K-1 combined spectrum specific classroom (10 students) 45 minute sessions *pull out program: students leave their “regular” classroom in order to attend the drama program; students are working with students they most likely do not interact with on a daily basis. Many students attend with their para-educator

School and Student Information: January-April 2013 THREE K-5 elementary schools in Waterloo: Kittrell, Lou Henry, and Lowell Lou Henry Elementary: 13 students 14 teachers 1 Lead teacher 6 para-educators 1 K-2 combined spectrum specific group (pull out program) (7 students total) 1 3-5 combined spectrum specific group (pull out program)* (7 students total) 45 minute sessions Lowell Elementary: 18 students total 7 special education teachers 6 para-educators 1 K-1 combined spectrum specific group (pull out program) (5 students) 1 2-3 combined spectrum specific group (pull out program)* (6 students) 1 3-4 combined spectrum specific group (pull out program)* (7 students) 45 minute sessions Kittrell: 20 students total 3 teachers 9 para-educators 1 2-5 combined spectrum specific classroom (7students) 1 K-1 combined spectrum specific classroom (7 students) 1 Pre-school spectrum specific classroom (6 students) 40 minute sessions *pull out program: students leave their “regular” classroom in order to attend the drama program; students are working with students they most likely do not interact with on a daily basis. Many students attend with their para-educator

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Summary Data Students: Total Number of Student Participants January – April: 56 Total Number of Student Participants September-December: 51 Total Number of Students who participated January-April BUT did NOT* participate September-December: 20 Number of NEW STUDENTS who began program September-December only: 17 Total number of students who participated in Inclusion Lessons: Kittrell: 12 Lowell: 17 Lou Henry: 3 Total number of students from ALL buildings who participated in an inclusion lesson more than one time: 17

Summary Data Teachers, Para-Educators, Pre-Service Teachers, Teaching Artists: Total number of teachers involved: 33 Total number of para-educators involved: 28 Total number of UNI student assistants involved: 8 Total number of other UNI students involved: 20 Total number of all UNI students involved: 28

Summary Lesson, Session and Meetings Information Number of meetings, including planning meeting with ABA specialist: 8 Number of weeks of Phase I and II program implementation: 22 weeks Number of classes taught per week: 8 during Phase I 8 during Phase II Number of lessons presented: 176 Number of lessons created: 46 Number of Inclusive lessons presented: 17

Themes and Teaching Units: Imitation Playing a Character Detectives: Using your senses Granny and the Bean Thief Story Dramatization Story Sequence Receptive and Reflective Language/Dialogue Monkey and Crocodile Emotions Boo Hoo Bird

Grumpy Bird Working with Five Emotions

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Collaboration/Working Together Caps for Sale The Mitten The Giant Pumpkin Manners The Rude Giant You Get What you Get Lacy Walker Non-Stop Talker The Three Tamales The Three Billy Goats Gruff Social Interactions/Social Stories

McDonald’s Ask Mr. Bear Giants Pirates Non-Verbal Communication The Natural World Coyote Steals the Sun Sun and Wind Have a Contest Fun with Doors Generating Ideas Speaking and Listening Please attached Sample Units, including a series of lessons developed for an inclusive teaching environment.

Measurable Objectives and Activities Lesson Plan Design Data Lessons, on average were composed of an Introduction, Warm-up and Closing activity that was intentionally the same for all lessons and all age groups. The repetitive nature of this bookending of activities created structure for all spectrum groups and was instrumental in helping them engage at the start of the lesson and to recognize when “drama time” was done. These same opening and closing activities were used for all Inclusive lessons, providing an immediate familiarity for spectrum youth. In addition, an average of FIVE other activities were embedded in each lesson. On some occasions a SIXTH activity was included. A breakdown/analysis of which DRAMA SKILLS and the frequency with which they were presented can be found in Percentage of Creative Skills/Skills Emphasized Document. NOTE: This document also includes information as to the frequency with which each SOCIAL SKILL was embedded in each lesson activity.

Summary of student data/results January-April Strongest results(greatest growth) were seen in students who participated in the Spectrum Specific pullout groups.

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The social skill sets of Imitation and Turn Taking were demonstrated by students most often, with Generating New Ideas, demonstrated the least often. In general, the social skill continuum for frequency was as follows: Imitation, Turn Taking, Pretend Play, Social Interactions and Generating New Ideas. Movemen/Pantomime and Story Drama generated the strongest engagement and frequency of social skill responses by all students, followed by Sensory Awareness. Students in grades K-2 showed the greatest overall “growth” in social skill development.

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On the previous page: Graph 1: Depicts the average number of student skills observed per

school during the Introduction, Warm-up, and Activities 1 and 2. Graph 2: Depicts the average

number of student skills observed per school during activities 3, 4, 5 and Closing.

Graph 3

Graph 3: Depicts the average number of student skills observed across activities with all

schools combined.

Graph 4

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Graph 4: Depicts the average number of specific student skills (imitation, pretend play, turn-

taking, generating an idea, social interaction) with all schools combined.

Summary of student data/results September-December Strongest results(greatest growth) were seen in students who participated in the Spectrum Specific pullout groups BUT one Spectrum Specific classroom composed of students grades 2/3-5 showed strong growth during Phase II. This same group out-performed other Spectrum Specific classrooms who participated in Phase I. This was the only group that did not see any significant changes in their classroom population between Phase I and II of the grant program. The social skill sets of Imitation and Turn Taking still ocured with the most frequency; instances of Pretend Play increased slightly. However, the frequency with which students were generating new ideas more than doubled and Social Interactions neary doubled in their frequency. Movement and Story Drama generated the strongest engagement and frequency of social skill responses by all students. Students in grades K-2 showed the greatest overall “growth” in social skill development.

Graph 5

Graph 5: Depicts the average number of student skills observed per school during the

Introduction, Warm-up, and Activities 1 and 2.

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Graph 6

Graph 6: Depicts the average number of student skills observed per school during activities 3,

4, 5 and Closing.

Graph 7

Graph 7: Depicts the average number of student skills observed across activities with all

schools combined.

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Graph 8

Graph 8: Depicts the average number of specific student skills (imitation, pretend play, turn-

taking, generating an idea, social interaction) with all schools combined.

Key Conclusions 1. There is value in having spectrum students participate in spectrum specific settings

to develop and practice social skills BEFORE immersing them in an inclusive classroom drama experience.

2. Students from a variety of classrooms who come together to do drama (pull out program) showed stronger success in developing the social skill sets that were the focus of the drama curriculum.

3. Overall, Spectrum students in the inclusion classroom experiences continued to show the same types of drama and social skill strengths that they had attained in their spectrum specific drama classes.

4. Non-verbal, physical engagement drama activities (Movement and Pantomime) and work with stories shared by the teacher leader (told in conjunction with physical gesture and visual prompts and cues) were the most successful in engaging spectrum specific youth and generating social skill development.

5. Movement and pantomime activities, as well as acting out physical gestures of characters from stories were very successful in generating social interactions among non-verbal or verbally reticent spectrum students.

6. REGULAR classroom teachers should use movement, pantomime and story drama/story telling activities to engage ALL students in an inclusive classroom setting. Inclusive classroom teachers can enhance the engagement, social interactions and dramatic learning of ALL students by finding ways to present and share curriculum content through physical engagement, gesture, story re-enacting and the use of story narrative in any form.

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Budget: Final

Expense Category

Original Proposed

Budget

Approved Budget

Adjustments

Total Actual

Expense

Buyout of release time for Gretta Berghammer for the 2012-13 academic year to allow for the delivery of weekday programming at four schools 15,000.00

14,997.64

Student assistants at $10/hour; 3 hours /week for 24 weeks 2,880.00

2,845.00

Professional Consulting fees for Dr. Lisa Kemmerer, ABA Specialist; one hour/week for 32 weeks 3,200.00

3,200.00

Supplies, photo copies, visual prompt materials, props, costume pieces, misc. teaching materials, etc. 500.00 281.66 781.66

Indirect Costs at 10% of total project costs 1,760.00 (281.66) 1,515.70

TOTAL 23,340.00 0.00 23,340.00

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APPENDIX A

Imagine the Possibilities: Student Data Sheet

School: ______________________ Grade: __________ Teacher:

Date: _______________ Observer: ___________________ Lesson#

Focus/Theme of Lesson:__________________________________________

Social Skills Emphasized: ____ Imitation ____ Pretend Play ____ Taking Turns ____

Student 1: _______________ Student 2: ___________ Student 3: __________________

* Circle the behaviors you observe a student perform independently (no physical assistance

from an adult) during each section of the lesson. A behavior only has to occur one time to be

circled. See the definitions of all behaviors on the back of this sheet.

Student Intro Warm-up Activity 1 Activity 2 Activity 3 Activity 4

Activity 5

1 I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

2 I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

3 I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

I PP TT SI GI

Total # of Social Skills Observed Per Student

Student 1: Student 2: Student 3:

I = I = I =

PP = PP = PP =

TT = TT = TT =

SI = SI = SI =

GI = GI = GI =

Total = Total = Total =

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* All social skills codes are scored only if the student performs the skill without adult/peer

physical assistance (touching any part of the child’s body unless this is part of the

demonstrated action). For example: help raising a child’s arms in the air, help catching a ball by

putting the adults arms around the child’s, helping the child cup their hands to catch the ball,

helping a child make a pose, taking the child’s hand and leading them to a specific location,

etc.).

Social Skills Definitions for Data Collection:

Imitation (I) = repeating a word or phrase, copying a gross motor action or pose after the

teacher demonstrates (e.g., teacher says, “I like to play ball” and student repeats, “I like to play

ball” or “play ball” or “ball”; teacher models putting arm in air, and student puts their arm in the

air.)

Pretend Play (PP) = teacher models a pretend play action (e.g., using a disc like a steering

wheel and models driving) and student demonstrates the same action.

Turn-Taking (TT) = student engages in a back and forth action with another student or teacher

such as rolling the ball or catching the ball

Generate a New Idea (GI) = initiating a new idea (e.g., new movement, pose, or action) that the

teacher has not previously demonstrated.

Social Interaction (SI) = student initiates a spontaneous (not directed by an adult) interaction

with a peer (e.g., asks a question, makes a comment, shares a material, shows an item or

material, taps a child to get their attention)

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APPENDIX B

Imagine the Possibilities: Teacher Fidelity Data Sheet

School: _________________ Grade: ______Lead Teacher: __________________

Date: _______________ Observer: ___________________ Lesson#:__________

Focus/Theme of Lesson: __________________________________________

* Put an X in the corresponding box if you observe the teacher providing any of the

strategies during each part of the lesson. A strategy only has to be demonstrated one

time for an X to be placed in the box. See specific definitions and examples of all

strategies below.

Parts of Lesson/ABA Strategies

Visual Cues

Verbal Prompts

Gestural Prompts

Model Prompts

Physical Prompts

Social Praise

Error Correction

Intro

Warm-up

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Closing

Definition of ABA Procedures Observed:

Visual Cue = teacher holds up a picture or word card that demonstrates some aspect of the

lesson

Verbal Prompt = teacher provides a specific verbal direction (e.g., roll the ball, stand up, flap

your arms)

Gestural Prompt = teacher points to something to help a student respond (e.g., points to

square on floor, points to a peer, or location/direction to walk or move, points to instrument, etc.)

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Model Prompt = teacher demonstrates an action, pose, or other behavior she wants the

student to imitate (e.g., rolling the ball, standing on carpet square, clapping on the drum)

Physical Prompt = teacher physically assists student to perform a behavior or follow a direction

(e.g., takes child’s hand and leads to carpet square, puts arms around student’s arms to help

catch a ball, uses hand-over-hand assistance to play an instrument, gently guides student by

pushing on back)

Social Praise = teacher provides specific praise within 5 seconds of a student following a

direction or correctly performing a skill or behavior

Error Correction = teacher steps in and physically helps a child perform a skill correctly

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Appendix C Imagine the Possibilities: Autism Speaks Project Pilot Lesson #1 Focus/Theme of Lesson: Imitation of movements and actions Goal: □ Students will imitate a physical prompt(s) modeled by the leader □ Students will imitate a visual prompt(s) presented by the leader □ Students will generate their own movement and pose as “directed” by the leader □ Student will practice body control as they move, share the space with other students and stop and start in response to guided prompts to move or freeze Drama Strategies: □ Movement: activities that generate and emphasize a spontaneous, physical response to a prompt. The prompt can be visual or aural. The response can be large or small motor based. Social Skills Emphasized: Imitation Pretend Play Taking Turns/Waiting their turn Introduction: □Imitation (repeat the phrase) □Taking Turns (receiving and responding to a verbal and physical/gesture prompt) □My name is Miss Gretta □ I like to play □ I like to play ball □ I brought my favorite ball with me to your school today □ I will share my ball with all of you □ We will play a game with the ball □ ____________ will you play the game with me? □ UNI Student says: Yes, Let’s (nods with fist shaped like the letter yes) □ UNI Student and __________, will you play the game with me? □ Yes, Let’s (nod with fist) □ UNI Student and (add two or three more names), will you play the game with me? □ Yes, Let’s (nod with fist) □ UNI Student and (add the rest), will you ALL play the game with me? □ Yes, Let’s (nod with fist) Warm up: Ball Action □Imitation □Taking Turns I will roll the ball with my hands I will roll the ball to one of you. Catch the ball with your hands. Roll the ball back to me.

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Following the leader prompts students will do each of the following: □roll the ball with their hand □roll the ball with their elbow □roll the ball using their foot □roll the ball using a finger □Imitation (initiating a new idea) I need an idea! I need an idea for how to roll the ball? I’ve used my hand. I’ve used my elbow. I’ve use my foot. I’ve used my finger. Who has an idea? Who can show me a way to roll the ball? Activity: Move and Find Your Spot □Taking a Turn (moving/waiting/moving, etc.) I want to move. I want you to move. Here is a carpet square. Put it on the floor. Stand on your square. That is your spot. I will clap on the drum. We will move around the room while I clap on the drum. When I stop clapping the drum find your carpet square. Stand on your carpet square as still as you can. Let’s begin! Activity: Make the picture □ Imitation I will show you a picture Then I will say the word POSE. See if you can use your body and make the same shape as the body in the picture Repeat with pictures of TWO people Activity: Make the pose □Imitation I have no more pictures I need an idea Who will make a pose for us. We will copy your pose. Activity: Disc Action □Imitation I brought my discs I LOVE playing with my discs I LOVE playing pretend with my discs Sit on your carpet square

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Each of you will get a disc Let’s try some different action poses □disc on head □arm in air □disc between knees □sit on disc □disc on back □disc on knees I am out of ideas Who has an idea of how we can hold our disc Can you share your idea We will □then students are asked to create an original frozen action for everyone else to copy Activity: Let’s Pretend □Pretend Play I love to play pretend. I will pretend the disc is a cookie. I love cookies. Let’s pretend to eat the cookie. I will pretend the disc is a steering wheel for a car. I will sit on my carpet square and pretend it is my car. I will use the disc to pretend to steer the car. Let’s pretend to drive! I will pretend the disc is a crown. I will sit on my carpet square and pretend it is a throne. I will wear my disc like this. Pretend with me. NOTE: Leader will continue with other ideas and then… I am out of ideas Who has an idea of how we can pretend with the disc Share your idea with me! Closing Thanks and clean up Materials needed: Pilates ball (large blue)* Discs (12 total) Drum Pose pictures

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Imagine the Possibilities: Autism Speaks Project Pilot Lesson #2 Focus/Theme of Lesson: Playing a beginning character through movement and pantomime. Goal: □ Students will imitate a physical prompt(s) modeled by the leader □ Students will imitate a visual prompt(s) presented by the leader □ Students will generate their own pose and action in collaboration with a visual prompt and modeling from the leader □ Students will generate their own character pose and idea for action in response to a visual prompt and modeling from the leader □ Student will practice body control as they move, share the space with other students and stop and start in response to guided prompts to move or freeze Drama Strategies: □ Movement: activities that generate and emphasize a spontaneous, physical response to a prompt. The prompt can be visual or aural. The response can be large or small motor based. □ Pantomime: acting without words. Activities that focus and emphasize communicating any of the following non-verbally: action, mood, environment, character, age, occupation, emotions/feelings, objects or animals. Can be large or small motor based; can include gesture and facial expression.

Social Skills Emphasized: Imitation Pretend Play/Offering and playing an original “make-believe” idea Taking Turns/Waiting their turn Introduction: □Imitation (repeat the phrase) □Taking Turns (receiving and responding to a verbal and physical/gesture prompt) □My name is Miss Gretta □ I am back to play □ I brought my favorite ball again today □ I will share my ball with all of you □ I want to play Yes, Let’s □ We played it last time I was here □ Let’s see who will play □ ____________ will you play the game with me? □ UNI Student says: Yes, Let’s (nods with fist shaped like the letter yes) □ UNI Student and __________, will you play the game with me? □ Yes, Let’s (nod with fist) □ UNI Student and (add two or three more names), will you play the game with me? □ Yes, Let’s (nod with fist) □ UNI Student and (add the rest), will you ALL play the game with me? □ Yes, Let’s (nod with fist)

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Warm up: Ball Action □Imitation □Taking Turns I will roll the ball with my hands I will roll the ball to one of you. Catch the ball with your hands. Roll the ball back to me. Following the leader prompts students will do each of the following: □roll the ball with their hand □roll the ball using a finger □fast □roll to anyone □roll and say a name OR say Gretta and make my sign (letter g tapped at the forehead) Activity I: Move and Find Your Spot □Taking a Turn (moving/waiting/moving, etc.) I want to move. I want you to move. Here is a carpet square. Put it on the floor. Stand on your square. That is your spot. I will clap on the drum. We will move around the room while I clap on the drum. When I stop clapping the drum find your carpet square. Stand on your carpet square as still as you can. Let’s begin! Activity II: Move and Find Your Spot Version II □ Imitation I will play the drum. When you hear the drum move but make only: (leader provides a variety of movement characteristics such as: Fast Slow Big Steps Backwards Feet don’t touch the floor Back touches the floor When the drum stops find ANY carpet square Activity III: Change Your Shape □Pretend Play □Imitation I will clap the drum once. When you hear the drum sound change your shape. One foot must remain on your carpet square. Your whole body must be frozen until you hear the next drum clap.

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Change your shape every time you hear the drum. Let’s watch (name of UNI student) show you what I mean. Leader repeats this process of clapping and students changing their shape several times. Now Freeze. Take a look at your body and the shape you made. When I say go, make your body and that shape move. You may be on the floor…you may be standing up. All of you may move; some of you may move. Let’s watch (name of UNI student) show you what I mean. Activity IV: Object Transformation □Pretend Play □Imitation I have brought my discs again today Remember my discs I LOVE playing with my discs I LOVE playing pretend with my discs I liked pretending the disc was a steering wheel I liked pretending I was driving a car Let’s play that pretend again. What else can we pretend the disc to be? It can be an idea from last time we played. It can be a new idea. Activity V: Object Transformation from Picture Prompts □Imitation □Pretend Play This is a picture of Pig Pig has a stick Pig is holding it like this (UNI student recreates Pig’s pose from the picture using a pool noodle) Pig is playing…Pig is playing pretend. What do you think he is pretending the stick might be? Note: if students generate ideas, great, the UNI student can pantomime one or two of those If NOT, UNI student will generate an idea and model using the stick/pool noodle as that object Repeat two or three more times using additional Pig and Stick pictures AND Bunny and Box pictures. Closing □Imitation □Pretend Play Thank you ritual with the ball (similar to introduction but saying thank you) Materials needed: Pilates ball (large blue)* Discs (12 total) Drum Carpet squares Tubes Pose pictures/ Pig* Inspired by the Books NOT a Stick and NOT a Box by Antoinette Portis