Introduction

As previously discussed, communication and social skills can be challenging for students with ASD (DSM-IV)

and engaging students in learning that develops these skills should be the first priority.

Research shows that there is frequently a mismatch between autistic individuals' social reasoning skills and their ability to translate these to natural social settings (Klin, Jones, Schultz, & Volkmar, 2003). This has implications for the teaching of social reasoning skills as explicit instruction may have little real effect on their social and communication competency. Consequently, Klin et. al. (2003) propose an EM model, based on their view that social understanding comes from social interaction with their environment, and therefore teaching strategies should focus on engaging natural social tasks rather than explicit social tasks. Joyful play is a way to engage students in social interaction in a way that enables their ability to learn the intricacies of everyday social skills.

Experience sharing teaching strategies

Experience sharing strategies are a social pragmatic approach [use of language within social contexts] designed  to increase a child's "active involvement, flexibility and communication" (Ngan et. al. (2011). Their research of social communication interventions for children with ASD explores and critiques a range of interactive strategies, promoting Experience Sharing (ES) as an effective strategy for developing social skills in New Zealand classrooms. ES assumes that by changing the way in which an adult engages with a child, there will be consequent changes in the child. Further, it introduces variation and thus makes engagement dynamic, increasing resilience to change. ES strategies involve playing simple, repetitive games one-to-one with an adult. Examples of ES strategies include:

Pattern, Memory, Variation

Joint action routines are based on Bruner's constructivism theories, are a type of interaction that includes a pattern (interdependent repeating set of actions); variation (a change in the pattern); and memory (a key phrase or object that elicits joyful memory of the interaction). Snyder-McLean, Solomonson, McLean, & Sack (1984) offer advice on how to implement this strategy in the context of a mainstream classroom and caution that joint action routines need to be planned, targeted towards specific communication goals and implemented regularly in a systematic manner.

Pattern, memory, variation are essentially fun games that repeat, provide opportunity for the child to actively participate, involve the ability to vary the game once predictability has been attained (eg. peek-a-boo). This 'product uncertainty' is important in developing flexible thinking. The final part of the game is introducing a catchphrase, triggering memory of the game, and which can be used as a signal that the sequence will start over again.

Make yourself interesting

In order to be an effective educator, it is important to develop a good relationship with students. For students with ASD, this means that the teacher needs to become the most important connection in the room, so that their the student is more likely to attend to their verbal and non-verbal cues (Nind,1996).

Follow their interests

Raab, Dunst, & Hamby, 2013

Modelling, Copying, Adapting, and Interrupting

• Copies the tamariki’s pattern

• Adapts what the tamariki is interested in

• Interrupts the tamariki’s pattern

• Models a new pattern

Scaffolding learning

• Reduce verbal prompts

• Reduce clutter from the teaching space

• Use 'make myself interesting' strategies

Physical prompting (hand over hand) is particularly good for teaching physical skills. Gradually reduce the physical prompt as the child begins to take control.

Modelling & imitation

You model the activity and the child imitates with own set of equipment. May need to include physical prompting to get started.

Backward chaining

Adult does part of the sequence of steps in the activity, leaving part of the sequence for the child to complete (eg. putting t-shirt on). Praise for the child completing the activity.

Visual support

Provide a picture of what the end product should look like.

SCERTS - Social Communication, Emotional Regulation and Transactional Support 

 routines are a great opportunity for supporting regulation, learning and communication.