Autism Practices

Social Skills Development 

Developing social skills is essential for children, and for autistic children, this process may require more targeted strategies and support. Social skills encompass a variety of abilities including play skills, conversational skills, emotional skills, and problem-solving skills. Here are some specific areas of focus and strategies to support social skills development in autistic children.

Key Social Skills:

Play Skills:

• Taking turns in games
• Sharing toys
• Engaging in cooperative play

Conversational Skills:

• Choosing appropriate topics
• Using body language effectively
• Listening and responding appropriately
• Perspective taking

Emotional Skills:

• Managing emotions
• Understanding how others feel
• Expressing emotions appropriately

Problem-Solving Skills:

• Dealing with conflict
• Making decisions in social situations

Strategies for Developing Social Skills

Autistic children can improve their social skills with consistent practice and support. The following strategies are effective in building these skills:

Practice Play: Engage in structured play sessions to practice turn-taking, following rules, and coping with winning and losing. Use toys to act out scenes and play games that encourage sharing and cooperation.

Praise: Provide positive reinforcement when the child demonstrates appropriate social behaviours. For example, praise the child for taking turns or following game rules.

Role-Play: Simulate social situations through role-play to help the child practice conversation skills and emotional responses. This can be done with peers or adults acting out different scenarios.

Social Stories: Use social stories to explain specific social situations and appropriate responses. These stories can help the child understand the expectations and consequences of different social interactions.

Video Modelling: Show videos that model positive social interactions and behaviours. Watching peers or adults engage in appropriate social behaviour can provide a clear example for the child to follow.

Visual Supports: Use visual aids such as charts, pictures, or symbols to illustrate social rules and expectations. Visual supports can help clarify abstract concepts and provide a tangible reference for the child.

Examples:

Memory Game Rules

Turn-Taking and Waiting

Turn-Taking:

Why is it challenging?

• Theory of Mind: Difficulty understanding others’ perspectives.
• Interests: Strong attachment to specific activities or items.
• Understanding of Rules: Difficulty processing verbal explanations of rules.
• Experience: Limited experience with social play and turn-taking.

Strategies:

• Preferred Activity: Start with an enjoyable but not highly preferred activity.
• One-on-One Teaching: Begin in a controlled setting with one adult before expanding to group settings.
• Turn-Taking Object: Use a tangible object to indicate whose turn it is.
• Visual Supports: Provide visual cues showing whose turn it is and the sequence of turns.
• Timers: Use visual timers to indicate the duration of each turn.

You can use this visual to support students by knowing what they are doing (waiting, their turn, finished) during a whole class or small group activities. 

You can use this flip card to promote turn-taking/waiting during games or small group activities. 

Waiting:

Why is it challenging:

• Time Concept: Difficulty understanding the abstract concept of time.
• Reason for Waiting: Lack of understanding of why waiting is necessary.
• Social Awareness: Limited understanding of social rules.
• Disengagement: Need for engagement during waiting periods.

Strategies:

• Visual Timers: Use timers to visually represent waiting periods.
• Countdown Strips: Implement visual countdowns to help the child understand  
• Distractors: Provide engaging activities to occupy the child while waiting, or provide a sensory toy to hold.
• Graded Teaching: Gradually increase waiting times in achievable increments.
• Multiple Exposures: Provide students with multiple opportunities to engage inactivities that have to wait, throughout the day. Show the visual. For example, waiting to go to playground, waiting for a turn during a game/toilet/reward time.
• Generalization: Practice waiting in controlled scenarios before applying to real-life situations.
• Reinforcement: Positively reinforce appropriate waiting behaviour across different environments.

Conclusion

Developing social skills in autistic children requires patience, consistency, and a variety of tailored strategies. By focusing on play, turn-taking, waiting, and using visual supports, students can build the social skills necessary for successful interactions. These skills not only enhance their social experiences but also contribute to their overall emotional and cognitive development. With the right support, autistic children can learn to navigate social situations effectively, leading to better outcomes in their personal and academic lives.