Buddies

Points to note

• Many children with autism will have difficulty forming friendships due to their poor language and social skills. If they do develop friendships, they may quickly burn out their friends by being too demanding, or being unintentionally rude and inconsiderate.
• Children with autism are likely to become frustrated and upset by their inability to make friends and their difficulty interpreting social situations.
• If children with autism are not given support and encouragement to make friends they are denied the very context in which they can practise and develop their communication and social interaction skills.

What you can do

• Choose a socially mature child in the class to be a buddy to the child with autism. Young girls are often more mature than boys and may be more accepting and nurturing toward a child who appears different and socially awkward. Buddies need to be taught when to ask for adult help and what their role will be.
• A buddy can help explain the rules of games, encourage social interaction, come to the child's aid if he is teased and seek adult help if the child becomes distressed.
• Establish a safe place for the child with autism to retreat to if he is upset. This should be a place that the child knows and can easily get to, and where there is an adult who can quickly offer assistance. If the child has no friends with which to share his fears, concerns etc. he will need a sympathetic adult, such as a school counsellor to talk to.

  Note:
  Be careful not to place too much stress on the buddy; children with autism can be very demanding. Ideally, have two or three helpers, rotating them on a regular basis.

Classroom interaction

Points to note

• In the classroom, a child with autism will have difficulty reading the intentions of the teacher and understanding why things happen the way they do.
• The child may find the social dimension of shared learning to be confusing, which is why many children learn a great deal from educational computer programs. Computer programs present information in a predictable, logical and sequential format, perfectly suited to the unique learning style of the child with autism.
• The child with autism may not understand that he is part of a group and may ignore instructions given to the class as a whole.
• The child will need to be taught how to pay attention, and especially what he needs to pay attention to.
• A child with autism may have sensory issues that make him feel threatened by the close proximity of other students. Group work may cause anxiety and the child may insist on working alone. When sitting on the floor, sensory difficulties may cause problems, ie. he dislikes the feel of the carpet or floor covering.
• The child may have difficulty with turn taking and waiting his turn. He may ask a lot of irrelevant questions and constantly interrupt the teacher or other students.
• The child may seem to ‘switch-off’ at times and seem incapable of tuning into classroom activity.
• Be aware that a child who seems quiet and well-behaved may be most at risk in the classroom. Problem issues that are unseen may well go unaddressed until intense frustration results in verbal and/or physical outbursts.

What you can do

• The child will respond best in a classroom environment that is ordered and quiet, with an atmosphere that is encouraging, not critical.
• It is important the classroom teacher has a positive and supportive approach toward the child with autism; the other children will pick up on this and also adopt a welcoming attitude.
• Written instructions, or a combination of text and pictures should be used to support verbal instructions wherever possible.
• Be explicit when giving verbal instructions – don’t assume that the context in which it is given will make the meaning clear.
• Make sure the child understands the daily routine with a written timetable reinforced with images. See Visual Schedules for more information.
• Watch out for peers who may obviously or subtly annoy the child and ensure they do not sit together. Some peers may feed off or feedback inappropriate behaviours to the child - perhaps the child with autism likes these peers but the relationship is not necessarily desirable.
• Consider taking the child out of the classroom to a quiet area for short periods to teach new concepts in a setting free from distraction.
• Avoid doing things for the child that he can do himself.
• Take advantage of the number of quality educational computer programs available – if the child has a particular interest in computers he could be rewarded for good behaviour with extra time on the computer. A child who has difficulty with written tasks should be encouraged to type and print his work.
• Don’t automatically assume misbehaviour if the child is not responding to an instruction. He needs to understand that he is part of the group. Say his name to get his attention before giving instructions, even when you are giving group instructions.
• Don’t assume that the child will read your intentions from your behaviour.
• Don’t assume that the child will understand the meaning of any task or activity unless very explicit instructions have been given.
• The child may not focus on what you consider to be the obvious focus of attention. Again, be explicit. You might need to say, “Look at what I’m holding.” Not simply, “Look over here.”
• Sit the child in the most appropriate place in the classroom, where he is unlikely to be disturbed by the movement and close proximity of others. See also Physical setup of the classroom.
• If the child has difficulty sitting on the floor at group time, mark a special spot for him. If he has sensory processing difficulties (ie. cannot tolerate the feel of the carpet) it may be necessary to provide a cushion or piece of fabric (fluffy fabric, something soft) for him to sit on. A stress ball for him to squeeze may also be effective.
• If the child resists working in small groups, have him work with an integration aide or classroom assistant, if one is available. Then progress to working with one other child, before attempting group work.
• Allow for periods of solitude. The social demands of the classroom can be demanding and frustrating for a child with autism.

Coping in the playground

“A child with autism was allowed to choose one friend to join him and play his Nintendo at recess. He quickly went from being ostracised to the most popular boy in school! ”

Points to note

• The playground can be a really threatening environment to a child with autism. There is no structure or routine to recess and lunchtime. Children with autism love routine, so they often feel stressed or anxious during this time. Normally-developing children use playtime to release stresses and just ‘have a break’; the child with autism may return to the classroom too stressed to concentrate and participate in any way.
• In the playground, there is a lot of free movement, noise and vast open spaces. There are unwritten rules that must be adhered to. There are many sights, sounds and smells to deal with. These often cause of stress and anxiety.
• The child with autism may prefer to withdraw during recess and lunch breaks because he is so tired from the social demands and sensory overload in the classroom. In the school ground, there is a lot of free movement, noise and vast open spaces. There are unwritten rules that must be adhered to. There are many sights, sounds and smells to deal with. These often cause stress and anxiety.
• The child may lack imaginative and creative play skills; he may prefer solitary or repetitive pursuits, such as computer games. This puts him at a disadvantage socially.
• The child will be vulnerable to teasing and bullying, both physical and verbal, during recess and lunch. His unusual behaviour and poor social skills make him stand out as an easy target. He may lack assertiveness and coping mechanisms to deal with this behaviour, which may result in angry outbursts in class sometime after the event. He may not be able to express his feelings of distress to an adult.
• The child may be naïve and trusting and may be easily led into trouble by others who seek to manipulate him, perhaps suggesting he go ‘out of bounds’ or outside the school grounds.
• In the playground, the poor motor skills of the child with autism will be painfully obvious to all. While other children play ball games, the child with autism may avoid doing so because of his poor co-ordination and/or motor skills. Attempts to join in ball games may lead to ridicule.
• Some children with autism are ‘wanderers’ who have little sense of personal danger and no understanding of school boundaries.

q

• Accept that the child may need to be on his own at times, but provide support should the child wish to join social activities.
• Encourage the child to learn by watching others play. If the child has an integration aide it would be helpful to assign some aide time to supervising and supporting the child in the playground. Talk through the activities to explain the role of each person.
• Teach useful opening lines to help the child join in conversations.
• Teach and encourage the child to practise playground games and ball handling skills.
• Mark a school map with boundaries and 'no-go' areas to ensure the child clearly understands where he can and cannot go.
• Support the child in how to respond to teasing and unwanted social approaches by other children.
• Autism is an invisible handicap – a child with autism doesn’t really look any different to other children, making it difficult for staff on yard duty to understand the child’s needs. All teaching staff should be aware of the child’s social difficulties to make allowances (but not excuses) for his behaviour. Place a photo of the child in the staffroom along with notes about his behaviour and difficulties. (Check that this is OK with the parents first.)
• Have a pre-arranged place for the child to go to if it all gets too much. The child should also be aware of who he can turn to for support when he is distressed, such as a school counsellor.
• If possible allow the child access to the computer room or library at break times.
• Make a picture schedule of lunchtime activities. One hour can seem like a long period of unstructured activity to a child with autism. Split the hour into segments: 20 minutes – eat lunch, 20 minutes – ball games, 20 minutes – other activities.
• Allow the child 10 minutes of time out after returning from recess or lunch. Give him a favourite activity, time at his special interest or listening to music. Some children might prefer a solo run around the oval; others might like to hide in a box or cupboard, or be ‘sandwiched’ in between a couple of bean bags.
• Choose a mature child from the class to act as a buddy during recess and lunchtime.
• Use a business card holder the child can keep in his pocket with ideas for conversation starters, activities to try, etc.
• All children in the school should be aware that bullying is unacceptable through a school policy of positive behaviour management.
• A social story can help children with autism cope in the playground and understand school boundaries.

Lack of awareness of others

Why does this happen?

• A child with autism may show a lack of empathy toward other people, but it is rare for them to deliberately hurt others. An impaired ‘theory of mind’ can lead to difficulty understanding the consequences of their behaviour.
• It is common for children with autism to display motor clumsiness. If a child with autism steps on, or bumps into others he may have poor spatial awareness or proprioceptive difficulties. This makes it hard to accurately judge distances and the position of one’s body in space. Many children with autism have difficulty reading body language, so they have limited intuitive ability to anticipate when someone might move into their personal space.
• Due to a lack of social understanding, the child may be unkind or brutally honest, such as telling someone they are very fat or have wrinkles. There is no intention to deliberately offend – just a lack of awareness of how others think and feel. The child may not understand why he needs to say sorry if he does hurt or offend someone.

What you can do

• At group time, sit the child at the edge of the group to avoid him having to step over others. Allow him to move off first (or last.)
• A regular motor skills program can bring about improvements in spatial awareness.
• Role play can help the child with autism develop better social understanding.
• Use a social story to help the child understand the need to be aware of the feelings of other people.

Lack of social understanding

“Jackson tells his teacher that he looks old and wrinkly.”

Points to note

• Social skill deficits are a core characteristic of autism and should not be overlooked when assessing reasons for inappropriate behaviour.
• Social skill deficits impact on the child's social acceptance.
• The child will have difficulty understanding the thoughts and feelings of other people. He may have difficulty understanding and monitoring his own emotions. He may also have difficulty adapting to the needs and personalities of other children.
• Impairments in social behaviour include limited ability to use gesture, limited or inappropriate facial expression, awkward body language and a peculiar gaze. The child may misinterpret what is implied by an affectionate touch, such as a touch on the arm or a pat on the back.
• The child may find it hard to understand the intentions and motivation of other people – that is, why people behave they way they do.
• Impairments in social interaction lead to difficulty with conversational turn-taking, maintaining a topic of conversation and maintaining eye contact.
• As a teacher, you may need to teach a child with autism social awareness skills that you didn’t have to learn yourself – ie. social skills that you acquired naturally, like listening without interrupting, and pausing to allow others a turn in conversation.
• Many children with autism lack an ability to understand the consequences of their behaviour.

What you can do

• A child with autism needs to be specifically taught social skills; he will not acquire these naturally just by being in a social environment.
• Draw the child’s attention to the use of facial expressions, gesture, voice inflection and proximity in social interaction and explain the attitudes and meanings these convey. This could be done through drama and role play.
• Develop social interaction skills such as turn taking, sitting quietly and waiting, through playing games like Snakes and Ladders and card games.
• Help the child become aware that other people have feelings, thoughts, attitudes and beliefs that may be different to his own.
• The child needs to be made aware that he is being addressed when the teacher speaks to ‘everyone’ to enable him to understand group instructions.

Making friends

Points to note

• Children with autism often want to join in the play of others and make friends – they just don’t know how to go about it.
• The child may appear withdrawn and to prefer his own company but usually wants to have friends - he just doesn't know how to go about it. Sometimes he may need to withdraw because the social environment can be so stressful and demanding, Just socialising with his peers can be exhaustng.
• The child may have a controlling, dictatorial style of play. He may be very resistant to the suggestions of others. He may become aggressive toward others if he has to change his play and incorporate the ideas of others. Other children may see the child as bossy and authoritative, acting more like an adult than a friend.
• The child may have difficulty with concepts such as sharing, waiting and taking turns. He may become over-emotional if he loses a game, he may always want to win or be first. This is probably because he dislikes surprises and has a great fear of uncertainty. Children with autism tend to be perfectionists.
• Children with autism have poor ability to make character judgments. While others can judge a troublesome child that is best avoided the child with autism may be attracted to peers that are poor role models. Similarly, the child with autism may be unable to judge whether a comment or action has malicious intent or is a friendly overture.
• Sometimes a child with autism will tolerate being teased and tormented at school just to have company. He may steadfastly believe that another child is a friend when it is obvious his peer is exploiting his naivete.
• A child with autism may ‘burn out’ his friends by being too demanding, possessive, talking too much about his obsessions or being unintentionally rude or unkind. The intensity of an exclusive friendship may become intolerable to some children. The child with autism may not understand that his friends sometimes want to play with others. He might react quite rudely or end the friendship if this occurs.
• For some children, the only social interction they have with their peers is at school because they don't seek out friends out of school hours unless this is prompted or arranged by their parents.
• The play of normally developing children frequently involves imaginative, pretend play and role play – these are things that children with autism have difficulty with. They often don’t see the point of these games or don't know what they are required to do.
• The child can be particularly vulnerable to bullying and teasing because of his unusual behaviour. A child with autism who is passive by nature will lack assertiveness, and be naïve and trusting. He will be easily led by others into trouble or breaking rules. The ‘active but odd’ child will seek social contact but usually fails to get it right.
• A child with autism may lack empathy, an important factor in any relationship. The child may be unintentionally rude or unkind due to his difficulty understanding the thoughts and feelings of others. For example, if a friend falls over and is hurt, the child with autism may act the clown to make his friend laugh, rather than offer sympathy and a helping hand. The friend may view this behaviour as uncaring.
• The play of normally-developing children frequently involves imaginative, pretend play - children with autism often have impaired creativity or lack imagination. They may not see the point of these games or know what they are required to do.
• When a child with autism fails to form friendships, he is denied access to the very context he needs in order to practice his social and communication skills – a very unfortunate ‘catch 22’ situation.

What you can do

• Recognise that the child is socially immature. Interpret and explain social situations. Encourage and model opening lines of conversation.
• Promote tolerance and understanding amongst the child’s peers by helping them to understand his difficulties. Encourage others to interact with the child in group work.
• The child may require some help interpreting pretend play and understanding how to join in. Encourage imaginative and flexible thinking in classroom activities with “Let’s pretend …” scenarios.
• Teach the child how to respond to unwanted approaches from other children.
• Select a socially mature child in the class to act as buddy.
• Make yourself (or another adult) available to counsel the child to compensate for a lack of friends.

Social stories

The concept was developed by US author and educator, Carol Gray. For more information on Carol Gray’s social stories visit her website at www.TheGrayCenter.org (link to external website opens in new window.)

It is important that a social story is introduced in a relaxed, positive environment where the student is attentive and can ‘learn’ the social situation and develop an understanding of the social context.

How to present social stories

• Read them to the child.
• Read the story onto an audio tape so the child can listen and read along to the story.
• Act them out with dolls or puppets.
• Have the child read them aloud.
• Afterwards, you can ask the child questions about the story, such as “How would you feel if ….?”

Tips for using social stories

• Use the child’s name or nickname.
• Use ‘kidspeak’.
• Personalise the story with the names of friends and favourite things.
• Write realistic dialogue that is age appropriate and matches the child’s reading level.
• Don’t write about what needs to be learned, have the character actually do what needs to be learned.
• Use the present tense.
• Repeat the important points of the story.
• Involve the child in writing and illustrating the story.
• Insert clipart or photos of the child to add interest to the story.
• Try to end each story with a ‘confidence statement’ such as “I can do it.”

Note!
To avoid literal interpretations and to accommodate changes in routine and expectation, use the following words in the story:
Usually
I will try
Sometimes
Probably

Some children will memorise the stories and may criticise you or become upset if you change the text even slightly. To avoid this it may be a good idea to create several versions of the same story; rewriting it from different viewpoints and altering the wording of the key statements.

These social stories are in MS Word format. They are intended as a guide only - you can alter them to suit the individual needs of each child.

The following stories are adapted from
"Addressing the Challenging Behavior of Children with High-Functioning Autism/Asperger Syndrome in the Classroom: A Guide for Teachers and Parents" by Rebecca A. Moyes, with permission from Jessica Kingsley Publishers. Copyright © 2002 Rebecca A. Moyes.

Being a Good Sport
The Consequences of Hitting and Pushing
Using My Quiet Spot

More social stories coming soon!

A great little site that explains the use of visual supports and social stories can be found at
www.angelfire.com/ky/touristinfo/index5.html (link to external website opens in new window.)

Do you have a social story to share with us?
You are welcome to submit your own stories, please email to the web administrator, indicating whether or not you would like an acknowledgement on the site for your contribution.