ENGAGE IN SOLITARY PLAY 1.11
Goal: To improve initial social skills
Objective(s): The student will engage in solitary play in chosen activity.
1. Decide if you want to play.
2. Decide what you want to play with.
3. Decide where you want to play.
4. Act on your decision. (Play)
Definition: Discuss that solitary means alone.
Rationale: Ask students why it's important to know how to play all alone.
• Discuss times this skill is needed (none of your friends can play, you've finished an assigned task early, your parent is busy, etc.).
• Discuss types of activities you can do alone (drawing, reading, blocks, puzzles, etc.).
• Discuss safety factors (i.e. some activities may require adult supervision).
• Discuss how to pick a safe place to play.
Model/Role-play with Feedback
• This behavior is best shaped developmentally. Teacher plays with the child and gradually removes herself from the immediate area. Verbal reinforcement can be conveyed to encourage continuing. Teacher monitors solitary play and rejoins student to reinforce, model, and facilitate solitary play.
Application with Feedback
• Students brainstorm to generate lists of activities which can be done alone.
• Teacher can list (or illustrate) activities which are available to students when work is completed. Students then choose from list.
• A short period of time is set aside for solitary play. Teachers can monitor skill use. Amount of time should be based on development of child.
• Parents can be asked to monitor use of skill in home setting, perhaps substituting "quiet alone play" for a set amount of television time. Suggestions for activities can be sent to parents.