Table Of Content2
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Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA
www.brookespublishing.com
Copyright © 2017 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
Previous edition copyright © 2000
“Paul H. Brookes Publishing Co.” is a registered trademark of
Paul H. Brookes Publishing Co., Inc.
All examples in this book are composites. Any similarity to actual individuals or circumstances is coincidental, and no implications should be
inferred.
Purchasers of DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Autism Spectrum Disorder, Second Edition are granted
permission to download, print, and photocopy the assessment tool, any blank forms appearing in the appendixes, and the activity sheets. Please
visit brookespublishing.com/downloads with (case sensitive) keycode: 78ilKaT02. These forms may not be reproduced to generate revenue for
any program or individual. Photocopies may only be made from an original book. Unauthorized use beyond this privilege may be prosecutable under
federal law. You will see the copyright protection notice at the bottom of each photocopiable page.
Library of Congress Cataloging-in-Publication Data
Names: Quill, Kathleen Ann, 1952- author. | Stansberry Brusnahan, L. Lynn., author.
Title: Do-watch-listen-say : social and communication intervention for autism spectrum disorder / by Kathleen Ann Quill, Ed.D., BCBA-D,
The Autism Institute, Essex, Massachusetts and L. Lynn Stansberry Brusnahan, Ph.D., University of St. Thomas, Minneapolis,
Minnesota.
Other titles: Do watch listen say
Description: Second edition. | Baltimore : Paul H. Brookes Publishing Co., [2017] | Includes bibliographical references and index. Identifiers:
LCCN 2016050144| ISBN 9781598579802 (pbk.) | ISBN 9781681252322 (epub) | ISBN 9781681252339 (pdf)
Subjects: LCSH: Autistic children—Rehabilitation. | Autistic children—Education.
Classification: LCC RJ506.A9 Q55 2017 | DDC 618.92/85882—dc23
LC record available at https://lccn.loc.gov/2016050144
British Library Cataloguing in Publication data are available from the British Library.
Version 1.0
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Contents
About the Online Materials
About the Authors
The DO-WATCH-LISTEN-SAY Approach to Assessment and Intervention
The Emotional Needs of the Child
1. Understanding the Complexity of Autism
Historical Overview and Contemporary Implications of Autism
Identifying and Diagnosing Autism
Cognition in Autism
Summary
2. Understanding Social and Communication Development and Challenges
Core Skills for Social and Communication Development
Social Skill Development
Communication Skill Development
Restricted, Repetitive Behavior in Autism
Summary
3. Assessing Social and Communication Skills
Understanding Educational Assessments
Assessment of Social and Communication Skills in Autism
The Assessment of Social and Communication Skills for Individuals with Autism Spectrum Disorder,
Revised (ASCS-2)
Summary
Appendix: Assessment of Social and Communication Skills for Individuals with Autism Spectrum
Disorder, Revised (ASCS-2)
4. Designing Intervention
Intervention Planning: An Overview
Framework for Targeting Skills
Framework for Intervention: Core Skills
Framework for Intervention: Social Skills
Framework for Intervention: Communication Skills
Framework for Intervention: Community Skills
Framework for Intervention: Restricted and Repetitive Behaviors
Summary
5. Selecting Evidence-Based Practices to Enhance Social and Communication Skills
Evidence-Based Intervention Practices
Intervention Approaches
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Summary
6. Instructional Strategies to Enhance Social and Communication Skills
Teaching Opportunities
Explicit Instruction and Interactions
Summary
7. Instructional Supports to Enhance Social and Communication Skills
Organizational Supports
Social Supports
Communication Supports
Behavioral Supports
Summary
8. Activities to Promote Skill Development
Activity Strategies
Using the Sample Activity Sheets
Core Skills Activity Sheets
Social Skills Activity Sheets
Communication Skills Activity Sheets
9. Collecting Data to Measure Authentic Progress
Overview of Progress Monitoring
Monitoring Skill Emergence, Mastery, and Generalization
Data Collection Forms
Using Data to Make Intervention Decisions
Summary
Appendix A: Progress Monitoring Forms—Quantitative Data Collection Forms
Appendix B: Progress Monitoring Forms—Qualitative Data Collection Forms
References
Index
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About the Online Materials
THE FORMS, ASSESSMENT TOOL, AND ACTIVITY SHEETS:
Purchasers of this book may download, print, and/or photocopy the assessment tool, any blank forms
appearing in the appendixes, and activity sheets for professional and educational use. These materials are
included with the print book and e-book and are also available at brookespublishing.com/downloads with
(case sensitive) keycode: 78ilKaT02.
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About the Authors
Kathleen Ann Quill, Ed.D., BCBA-D, The Autism Institute, Essex, Massachusetts
Kathleen Ann Quill, Ed.D., BCBA-D, is a compassionate professional who has spent 40 years supporting
individuals with autism spectrum disorder. She is a developmental psycholinguist, educator, and board
certified behavior analyst (BCBA-D). Dr. Quill has conducted trainings in more than 20 countries, given the
keynote address for 10 international organizations, and presented at more than 200 conferences. She discusses
how to integrate behavioral (applied behavior analysis) and developmental treatment models to enhance
language, communication, and social learning. Dr. Quill promotes innovative solutions that bridge the gap
between research and practice in order to sustain quality education for all students with autism.
Prior to founding the Autism Institute, Dr. Quill was a professor at the University of Massachusetts and
Lesley University in Boston and conducted applied research on developmental differences in autism. She is
the author of two seminal texts, numerous publications, and online resources on the topic. She is also on the
editorial board for Journal of Autism and Developmental Disorders and Focus on Autism and Other Developmental
Disabilities. She facilitates Professional Learning Communities through regional and national partnerships
and collaborates with companies to design technology solutions for educators.
L. Lynn Stansberry Brusnahan, Ph.D., Associate Professor, Teacher Education, University of St. Thomas,
Minneapolis, Minnesota
Laroye “Lynn” Stansberry Brusnahan, Ph.D., is the parent of an adult with autism and an associate professor
in teacher education at the University of St. Thomas in Minnesota. She coordinates the autism spectrum
disorder certificate, license, and master’s program. She was the 2012 Autism Society of America Professional
of the Year. Dr. Stansberry Brusnahan has a doctorate from the University of Wisconsin-Milwaukee in
Exceptional Education. She has served on numerous boards including the Autism Society of America
National Board, the Council for Exceptional Children’s Division on Autism and Development Disabilities
Board, and Minnesota Life College’s professional advisory board. She worked with the Minnesota
Department of Education, where she helped craft an autism spectrum disorder special education license for
educators. She has an active agenda as an invited speaker at the local, national, and international level.
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The DO-WATCH-LISTEN-SAY Approach to
Assessment and Intervention
Autism is a disorder of social, communicative, and repetitive behaviors. Because communication and social
development challenges are defining characteristics of autism, assessing and teaching social and
communication skills should be a priority for children on the spectrum. It can be a formidable task to build
these skills in children with autism, who frequently display behaviors that are perplexing and seem
inconsistent with what is understood about childhood development. It is generally assumed, particularly in
education, that all children follow a similar developmental path. Yet children with autism display patterns of
communication and social development that can follow a uniquely different path. These developmental
differences were considered in the design of this second edition of DO-WATCH-LISTEN-SAY.
Social activities are complex and dynamic, so intervention to teach social and communication skills should
be equally dynamic. This book’s approach is that assessment and intervention for social and communication
skills should help children with autism coordinate what to DO, who to WATCH, how to LISTEN, and
what to SAY in a variety of social situations. The purpose of this edition of DO-WATCH-LISTEN-SAY is to
provide assessment and intervention guidelines that specifically address building these critical skills and more.
It is an attempt to guide the thinking of educators, clinicians, and parents who are urgently working to bring
out the best in their students, clients, and children.
WHAT’S NEW IN THIS EDITION
The first edition of DO-WATCH-LISTEN-SAY was published 16 years ago. It continues to be sold
worldwide, translated into nine languages. The book was the first of its kind in the year 2000, offering
professionals and parents a means to understand, assess, and teach social and communication skills to children
of all developmental levels on the autism spectrum. After many requests for an updated edition, we are pleased
to share this second edition.
While our understanding of autism is always evolving, many of the fundamental principles and practices
that guided intervention 16 years ago continue to apply today. The major intervention shift has been twofold:
First, a stronger emphasis on data-based assessment and progress monitoring; and second, greater clarity
regarding which evidence-based practices benefit specific areas of social and communication development.
This second edition of DO-WATCH-LISTEN-SAY reflects these major intervention shifts. First, there are
many revisions to the comprehensive assessment tool included with this book, The Assessment of Social and
Communication Skills for Individuals with Autism Spectrum Disorder, Revised (ASCS-2). This assessment
evolved substantially from the Assessment of Social and Communication Skills for Children with Autism that
appeared in the 2000 edition. The ASCS-2 is now structured to allow for quantitative tracking of an
individual’s skill development over time. Additionally, a critical distinction is now made between skill mastery
and the child’s ability to demonstrate authentic skill generalization across persons and settings. It is our goal to
standardize the ASCS-2 in the next 2 years. There are also two complete chapters devoted to assessment and
progress monitoring, with printable data collection forms that the reader can duplicate. Second, this edition
contains a review of evidence-based practices for fostering social and communication development that is
linked to current research, as well as chapters on proven intervention strategies and intervention supports.
BOOK OVERVIEW
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The book is divided into nine chapters:
1. Understanding the Complexity of Autism: Chapter 1 introduces the complexity of autism spectrum
disorder. Readers will acquire a historical and contemporary overview of autism spectrum disorder; learn
how our understanding of autism has evolved; and become familiar with the social, communication, and
behavioral characteristics typically associated with autism.
2. Understanding Social and Communication Development and Challenges: In Chapter 2, readers will
learn about the typical development of core nonverbal social communication skills, social skills, and
communication skills and the associated developmental challenges in autism spectrum disorder. Readers
will also be introduced to the restricted and repetitive behaviors related to autism.
3. Assessing Social and Communication Skills: In Chapter 3, readers will learn a comprehensive assessment
process to identify social and communication challenges in children and youth with autism spectrum
disorder. The assessment tool introduced (ASCS-2) is designed to identify the presence of core
foundation skills, functional social and communication skills, and behavioral obstacles that interfere with
learning and development. The ASCS-2 is structured to track skill acquisition and functional skill use
separately.
4. Designing Intervention: In Chapter 4, readers will learn to design intervention plans utilizing systematic
frameworks to assess, target, and teach social and communication skills and address restricted and
repetitive patterns of behavior that interfere with learning and development. The DO-WATCH-
LISTEN-SAY framework is introduced, which provides general guidelines for teaching children with
autism what to DO, who to WATCH, how to LISTEN, and what to SAY in a variety of social
situations.
5. Selecting Evidence-Based Practices to Enhance Social and Communication Skills: In Chapter 5, readers
will learn how to select evidence-based practices to enhance social and communication skills.
6. Instructional Strategies to Enhance Social and Communication Skills: In Chapter 6, readers will learn
how to use instructional strategies to enhance social and communication skills and meet the needs of
children with autism.
7. Instructional Supports to Enhance Social and Communication Skills: In Chapter 7, readers will learn
how to use instructional and behavioral supports to enhance social and communication skills and meet the
needs of children with autism.
8. Activities to Promote Skill Development: In Chapter 8, readers will learn how to develop and implement
creative, motivating, and meaningful activities to meet an individual learner’s goals and objectives.
9. Collecting Data to Measure Authentic Progress: In Chapter 9, readers will learn how to collect ongoing
data to measure the acquisition and functional generalization of social and communication skills.
The first two chapters of this book discuss the developmental characteristics of autism. A thorough review
of the literature acquaints the reader with relevant findings on the complex relationship between cognitive,
social, and communication differences and repetitive and restricted behavior in autism. These foundational
chapters guide the reader to understand the complex developmental profiles of children with autism and
identify social and communication challenges. The behaviors and characteristics associated with autism are
made real and relevant through vignettes describing the perspectives and experiences of children on the
spectrum. Understanding and respect for the complexity of autism and the uniqueness of each child are
necessary to effectively use the assessment and treatment guidelines that follow.
Chapter 3 centers on social and communication skills assessment for children with autism and presents the
ASCS-2. This informal, criterion-referenced assessment is designed for both individuals who are verbal and
those who use an augmentative communication system and is used to create a comprehensive profile of a
child’s functional social and communication skills. The assessment is designed as a rating scale and checklist
that can be completed through interview, observation, or direct sampling. It was designed to assist in the
development of educational goals and objectives. The reader is provided with detailed guidelines for using the
assessment in Chapter 3, with the complete ASCS-2 provided in an Appendix and downloadable at
brookespublishing.com/downloads with (case sensitive) keycode: 78ilKaT02.
Chapters 4 and 5 review the current research on evidence-based practices and describe the continuum of
intervention options to build social and communication skills. The reader is given a framework for
systematically designing an intervention plan to be implemented across multiple settings. An eclectic approach
is described that interfaces best practices in contemporary behaviorism and developmental approaches.
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