18/7/25
The Autism Project
RTLB services
Strategies for Success
- I need to get going on using puppets.
- Have arrow for timetable (student to move)
Social Learning
ASD children have difficulty picking up social cues. It can vary a lot between children. Repetitive, restrictive behaviours.
Sound, light, proximity can be a barrier.
Core Ideas
- Social difficulties are one of the core affected areas for autistic children.
- Social challenges may appear in the first few months of life.
- One of the earliest signs is a lack of physical response.
- Find joint attention difficult.
- May pay less attention and empathy to others.
- They don't lack empathy.
- Their are subgroupings of children.
- passive
- aloof
- active but odd
- over formal and stilted
Social interactions need to be explicitly taught.
Benefits
underpins
- relationships
- jobs
- coping
- is universal
- communication
- is a "toolbox for life"
- enables potential
- lets you be liked and included
- removes fears and concerns
- culturally responsive
- teach through social stories and role model - related to something that is relevant
{look up friendship terrace program}
Barriers
- time
- resources
- social/cultural bias/preference
- need for patience to reinforce
- expectations of teachers
- lower acceptance of societal
- crowded curriculum
- mixed messages home/school
- success is not guaranteed unless taught in context
Descriptive commenting need to continually be reinforced. Commenting what you want to see. Don't withdraw them - teach in context.
{see list of 50 social skills from Paul}
Strategies to Support
- A.B.C. (antecedent. behaviour. consequence) antecedent could be motivator. consequence could be outcome. motivator give 2 choices but student has control to pick - behaviour = participates - consequence = he can go immediately. Consequence needs to be immediate.
- Intentional Communication. Teacher as interpreter. "Karen, you just need to stand back a bit so others can get to the tap." "Freddy, Sandra would like to move over a bit to give them some space." Being explicit to help the student get across the bridge of understanding.
- Descriptive Commenting (coaching). "I'm noticing that you are......" 3-1 ratio. Name it. "Well done you are waiting for your turn."
- Visuals.
- Multiple Opportunities to Learn
- Dramatic Play
- Social Skills Taught in an Authentic Context
- Using Books to Teach Social Skills
- Working with Like Minds
- Social Story
- Peer Mediated Social Learning.
