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| DISCOVER NEW STRATEGIES TO ENHANCE LEARNING |
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"Interplay is invaluable in its ability to produce energy, direction and creativity in the classroom."

Ms Maria Ricio Fast - School Psychologist

"Interplay broke the cycle of failure by making bad kids winners. I would recommend it."

Dr. Barbara Nagler - Superintendent


Interplay for School Therapists

Do these problems sound familiar?

"I don't have time to meet the needs of all the children on my caseload."

"I feel frustrated when teachers won't follow-up on the approaches I have found successful with their students."

"I'm not satisfied with the strategies I'm using with children with ADHD, Oppositional Defiant Disorders, Autism Spectrum Disorders, Social Skill Deficits and Bi-Polar Disorders."

Interplay May Help!

Knights

School psychologists, school counselors, social workers and speech therapists have used Interplay techniques successfully with push-in and pull out approaches.

Push-in Treatment:

  • The school therapist gives support and models effective interaction styles for new and struggling teachers. Teachers use follow-up activities that help them try out new interaction styles.
  • Allows therapists to reach many students on their caseload (as well as other at-risk children) who are in the same class in the same half-hour session.

Pull-out Treatment:

  • Provides creative and powerful approaches to reaching children with intractable problems, bypassing uncomfortable 'discussions' about problems with motivating playful activities.
  • Structured activities can be used effectively with small groups to target issues such as social skills, attention difficulties, and oppositional behaviors.

An Interplay Example with a Small group:

Jackie, a social worker in an inner city school system, created an Interplay Magician's Club for aggressive, explosive third graders. The children were interested in becoming magicians and eager to create a magic show that could be seen by the 2nd and 3rd graders.

Jackie and the children created a password and club handshake that made the group feel cohesive. The students were presented with the Magician code of strategies they needed to master to receive a membership card in the magician's fellowship. The strategies emphasized the skills the students needed. Examples included: 1. 'Stay cool' like a magician when you don't master your trick right away; 2. Magicians welcome helpful suggestions; 3. 'Hocus pocus keep your focus'.

Jackie then taught the students some tricks and videotaped their practice. She highlighted their mastery of the magician skills.

At the end of eight weeks all the students had made significant progress in regulating their behavior and feeling more positive about themselves and others.

The final performance was a big success and helped to improve their social standing with their fellow students.

How can I learn the Interplay approach?

Read Ready to Learn by Jeanne Shub & Amy DeWeerd.

It can be ordered at:
http://books.heinemann.com/products/E00875.aspx
at a discount of 10%.
or at
www.amazon.com

See training for information on professional in-service opportunities