JASPER belongs to the larger category of naturalistic developmental behavioral interventions (NDBI) and is a focused, modular intervention in the area of social communication, particularly within the realm of autism therapy (Schreibman et al., 2015).
Joint attention, engagement, and play are the three cornerstones of social communication. JASPER uses naturalistic strategies to increase the rate and complexity of social communication.
Background and Theory:
Autism therapy adheres to a developmental progression of skills and is influenced by research that may uncover unique aspects pertinent to children with Autism Spectrum Disorder (ASD) (Paparella, Goods, Freeman, & Kasari, 2011). The skills targeted in therapy are individualized to meet each child’s specific requirements and are grounded in a developmental hierarchy. Object-oriented play serves as the primary learning context. Efforts are focused on fostering a state of joint engagement, a condition linked with enhancements in language skills (Adamson et al., 2004).
Outline of JASPER Strategies:
Strategies to Support Engagement and Regulation
Incorporates strategies such as modeling affect, giving space for the child to impart, seeing and continuing in on the youngster’s initiations and leads. The adult gives suitable and opportune support to assist the child with staying regulated and engaged in the play.
Environment
The adult chooses formatively fitting toy choices, gives a fitting number of toy decisions in the environment, sits straightforwardly before the
youngster, and eliminates any interruptions from the environment.
Imitation and Modeling
The adult promptly imitates the youngster’s play activities where the kid
can see and notice the activity. The adult models formative play
acts when more design and backing is required.
Establishing Routines
The adult and child make a play routine that has clear advances, where the two players play a functioning part. The means in the routine are at the no problem level and the routine is inspiring for the youngster.
Extending Routines
The adult offers ecological help to assist the child with adding new moves toward the play. If the child expands, the adult continues in. If the child doesn’t expand, the adult gives more design and support to expand the routine.
Programming for Joint Attention and Requesting
The adult sees and answers the kid’s introductions of Joint Attention and
Requesting skills. The adult additionally models suitable skills throughout the
communication and attempts to give express open opportunities to the child to start these skills.
Language Strategies
The adult mimics and extends the youngster’s language, modeling language at the child’s level.
MUSIC & CREATIVE MOVEMENT FOR AUTISM SUPPORT
Organic PLAY incorporate a Creative Movement activities that delivers developmentally appropriate learning opportunities, forming an integral part of our autism therapy approach. Through the utilization of play-based strategies, we effectively engage children in the realms of music and movement, offering tailored interventions to support their unique needs within the domain of Autism Spectrum Disorder (ASD) therapy.
Music and Creative Movement activities serve as a platform for children to cultivate various essential skills, including enhanced social interactions, school readiness, improved relationships with peers and adults, honed play skills, the development of turn-taking abilities, adaptive behaviour skills, self-regulation, autonomy, emotional literacy skills, and language acquisition. These interventions strategies and activities lay as part of the foundational groundwork for crucial pre-reading and pre-writing skills and other vital components of autism therapy, fostering holistic development and growth.
“Children learn as they play. More important, in play
Children learn how to learn”
–O. Fred Donaldson
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