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Create a response for this discussion post: The client I introduced in module 2 is 6 years old, and has progressed to speaking 5-10 word sentences, has great receptive/expressive communication, almost fully independent self-help skills, and growing play skills. They love parallel play and dislike playing alone, engage in pretend play well (it is actually their preferred type of play, specifically pretending to run food shops and working at Target). They are the client that tries to make everybody in the center their friend and always tries to include others in play. Since this client has more advanced play skills compared to the majority of our other clients right now, I would suggest planning game play with some of our other peers that share having the more advanced play skills. This client already has targets for playing board games with his RBTs, but I believe that opening that up to the peers who also have board game targets could help their social skills grow further. I would plan to start the cooperative board game play by bending some rules in order to help the clients adjust to sharing and to progress the game quickly, and eventually move up to playing the game as intended. This client specifically is able to play board games without many major adjustments to hold motivation, but if the other peer required some changes, those would be applied in order to help with their motivation to play. Bruinsma et. al discussed multiple ways to ensure that the games will be exciting and motivating to complete, and I believe making those types of adjustments will help facilitate their learning of rules and games even more. Bruinsma, Y., Minjarez, M. B., Schriebman, L., & Stahmer, A. C. (2020). Chapter 12: Improving Social Skills and Play. In Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder (pp. 277-308). essay, Paul H. Brookes Publishing Co. 5-6 senetnces max

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