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I tend to leave it up to the family. I let them gauge how involved they want them to be. I also use it as a way for my higher skill clients to differentiate social contexts. Such as physical contact in a game with friends versus with brother.

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My client has a twin sister and they used to fight during play. My client would sometimes bite. The twin sister was interested in the interventions, social stories, and wanted her own token board.

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Ive structured session time to either specifically include time with siblings or embed the social skills goals into the session and the siblings will eventually encounter clients throughout the sesion.

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I like to implement a block of time to introduce some playtime to work on play skills with both the client and the sibling. This allows the client to practice and learn through modeling (the sibling) while also providing the sibling to learn how to engage with their sibling and develop a closer connection.

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I typically try to have siblings involved during home sessions to work on client play skills. We have designated times for the sibling to participate and we have structured games that they will go through together.

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Including siblings by having them participate in games to help the client work on appropriate turn taking

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I have created visual schedules in a common place in the home so the sibling can see when it's play or sibling time and when we need more privacy to work

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Teaching learner how to compromise with sibling using BST

Using BST to teach learner how to appropriately express themselves to sibling when they’re annoyed by them

Having coping skills specific to sibling interactions readily available plus verbal reminder at the start of session

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In the past, I have utilized board games and play activities to offer opportunities for the client and their sibling to get involved!

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1) To include siblings I have had the sibling participate in reinforcing games/activities during breaks. I have also had cases where the sibilant wanted to sit in on parent training with the parent and have me model how to prompt communication, social skills training, and other strategies for them because they were older and often a primary babysitter and wanted to help the sibling as much as possible.

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Definitely for game play or social scenarios! 

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Definitely for game play or social scenarios! 

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I think it is important for there to be boundaries established beforehand to the parent. I had a client years ago that began wanting to sibling to participate in session for long periods of time or be in the room during sessions outside of the sibling programs and it became too much for the BT to manage.

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I have used sibling engagement to work on parallel play, collaborative play, sharing, turn taking in a structured game, manding, and really any other program that I would typically run with a peer!

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I always set up the rules for a sibling participation in the session. I include them for any social communication exchanges, games, modeling, music and movements etc. I also reinforce their participation

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What have you used to include siblings?

-Include them in sessions - especially with social goals. (Turn-taking, sharing, reciprocal conversations)

How do you structure your sessions to include siblings?

-They can come in when it's time to work on social based goals. My client's siblings know when they can come in and the BTs often build a rapport with them (with boundaries) in the beginning.

Do you have to set ground rules for siblings in the home?

Yes - We include the parents and have them understand the boundaries and reasonings why

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games and activities that both siblings like

Most of session is working on DTI and skills needed to interact with peers then last 30 minutes or so is interaction with sibling

Often ground rules need to be set. A plan is shared with the family to get everyone on board.

Share plan with staff.

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I like to include siblings into my sessions with play and social skills goals. I sometimes use it as a step between working with the BT and working with peers their own age. 

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I like to include siblings into my sessions with play and social skills goals. I sometimes use it as a step between working with the BT and working with peers their own age. 

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Depending upon the situation I structure my sessikns to include singling in specific pats of session, for play skills like sharing and turn taking, or as a 3rd person in a group activity or game to work on turn taking and waiting.

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Adding sibling for increased durations throughout the session

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Using gross motor imitation skills and having the sibling implement the SD versus the BT. Involving the siblings as much as possible in providing reinforcement to build the positive relationship between the siblings.

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I have siblings participate in cooperative play and turn taking programs. A lot of siblings may be younger so the parents help them while we help the client. I have one client with an older sibling so we often have her present during de escalation so she can watch behaviors be managed and understand the strategies. I set rules with the parents and BT that we can only address client behavior not the siblings, and to call the parent in if the sibling becomes disruptive.  

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I have siblings participate in cooperative play and turn taking programs. A lot of siblings may be younger so the parents help them while we help the client. I have one client with an older sibling so we often have her present during de escalation so she can watch behaviors be managed and understand the strategies. I set rules with the parents and BT that we can only address client behavior not the siblings, and to call the parent in if the sibling becomes disruptive.  

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Nicole S

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With summertime coming up or after school home services there’s often times siblings available. I ask the parents to help keep siblings at bay during teaching and work times but to encourage them to engage when there’s an opportunity. Interested to hear how others navigate this because sometimes some parents seem to enjoy when there is someone there to play with ALL their kids.

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I will communicate with the parent first for the structure of the session with certain ratios so that the client and siblings will have the opportunity to interact in a setting, and then the parent will be responsible to stay with the siblings and leave the client with the technician for 1:1 instructions.

I will also give reinforcement to the sibling for their contribution of modeling, following directions, and cooperatingion to improve their sibling's social skills.

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How do you structure sessions to include siblings? 

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How do you structure sessions to include siblings? 

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I use a visual to let the siblings know when it is play time. I have the BT use timers for younger kids where the BT will set a timer for the sibling and when it goes off the sibling knows its time to play.