The interventions are designed to enhance the children’s development in the following areas:
* Pragmatic Language – The expressive language skills that are used in daily social communication with peers (i.e., getting the other person’ attention before talking to them, circles of communication with peers maintaining eye contact and a theme in conversations, turn – taking).
* Reciprocal social interactions with their peers – Children with AS can often be seen either walking on the parameter of the playground engaged in a monologue about an area of special interest, engaged in a solitary play next to their peers, or in an argument with a peer over the game “rules”. These challenges occur most frequently during free play activities, on the playground, during group projects, and at snack or at lunchtime.
*Transitions at times determined by someone other than themselves- The children frequently have difficulty bringing closure to an activity that they are not “finished” with, i.e., coming in from outside when they are in the middle of a “game”, or when they are asked to end an extended commentary.
* Symbolic Play in collaboration peers- Many of the children’s play themes are short, repetitive, and “delayed” compared to their vocabulary and wealth of information, and often based on themes that they have memorized from a favorite book or video. The children need help in expanding their symbolic play themes and then learning how to develop joint play ideas with peers.
* Regulation of Affect- The children typically express a very limited range of affect such as pleasure and anger and may oscillate between them very quickly. They need help understanding feelings, expressing these feelings, and how to “read” them on other people’s faces in natural contexts.
The Children’s Groups
The children’s groups provide the clinicians with the opportunity to address these goals in a “natural setting” with peers. Each group includes a theme based table activity, transition to circle time, group “discussion” and communication activity, facilitated unstructured play with peers, transition to the playground, facilitated outdoor activities with peers, transition to snack time, and transition back into the room for a closing circle with the parents. A wide range of therapeutic interventions address the goals including a behavior program that focuses on a specific target behavior for the group or an individual child.
The children’s groups provide the clinicians with the opportunity to address these goals in a “natural setting” with peers. Each group includes a theme based table activity, transition to circle time, group “discussion” and communication activity, facilitated unstructured play with peers, transition to the playground, facilitated outdoor activities with peers, transition to snack time, and transition back into the room for a closing circle with the parents. A wide range of therapeutic interventions address the goals including a behavior program that focuses on a specific target behavior for the group or an individual child.
The Parents Group
The parents spend part of each session observing the children with the group therapist with special attention given to different aspects of the therapeutic process and how it pertains to specific children. Parents address how difficult it can be to observe one’s child in the area(s) where he/she has the most difficulty, social interactions with peers. Following the observation the parents talk about the difficulties and successes they have experienced over the previous week, ask questions about how to handle a past or upcoming situation or a recent article on related issues, and get support and feedback from fellow parents and the clinician. The group also provides an opportunity to examine the wide range of feelings and concerns that parents experience when parenting a child with developmental challenges like Asperger’s, concerns that often extend beyond the identified child. For many parents the group is the only place where they discus Asperger’s Syndrome.
Inclusion Criteria
Over the years, we have learned that it is important that the child have had an evaluation and the diagnosis of Asperger’s, or R /O of Asperger’s, or PDD-NOS with an average IQ, in order to guarantee that the group will correctly address the child’s needs. We also know that it is very stressful for a parent to participate in the program before their child has gone through the evaluation process since they tend to have one foot in and the other foot out, always wondering if this diagnosis fits their child. This is a process that all parents of a young child diagnosed as having AS go through, numerous times, but they are at a different level than those who have not had the assessment. The program also requires a clinical interview to make sure that the child “fits” into the group in order to guarantee that the interventions are appropriate for their needs.
Location: The children’s groups are located at:
The University Lutheran Church1611 Stanford Ave.Palo Alto, 94306The Graduate Parents Group
The Graduate Parents Group is an ongoing support group for parents of children who have “graduated” from the Friends Group or have been referred to other services. The group begins on Monday, September 11.
The Graduate Parents Group is an ongoing support group for parents of children who have “graduated” from the Friends Group or have been referred to other services. The group begins on Monday, September 11.
Location: The Graduate Parents Group meets at Dr. Laurie’s private practice office, located at 935 Middlefield Rd., Palo Alto, CA, 94301.
Payment: The parents pay for the group at the beginning of each month. The parents receive a monthly bill that they may submit to their insurance plans. Many parents are able to get partial reimbursement from various plans.
"The Friends program has really helped my son learn how to "play" with his peers. The team works with him and each child with a gentle patience that most do not have. As a parent of a HFA child the parent support element has given me information that would have taken years for me to gain on my own". Anna Thayer
"The early intervention my daughter has received in Friends Group has been wonderful! She has gone from barely interacting with classmates to actually initiating play with children she has never met! I feel confident about her ability to succeed in a regular kindergarten class this fall."
Kathy Lawrence
"Ever since we joined the Friends Program, we have been able to learn how to help David grow and develop his social-emotional needs. He has also received the individualized help he needs with social and real-life skills. We do not know where we would be without this therapy for our family. We felt completely lost until we were able to join the Friends Program. Friends Program has enabled us in countless ways to appreciate our son with much more understanding, and has given us the invaluable ability to help him cope and succeed in day-to-day life."
Anne & Andy
The Friends Program
Laurie Leventhal-Belfer, PhD
Palo Alto, CA
Office: (650) 322-4431
Fax: (650) 493-1754
Email: Dr.LaurieLB@gmail.com
Laurie Leventhal-Belfer, PhD
Palo Alto, CA
Office: (650) 322-4431
Fax: (650) 493-1754
Email: Dr.LaurieLB@gmail.com
The Nuts & Bolts of The Friends Program
