Social Interaction and Communication
Communication difficulties are an integral part of the challenges of autism spectrum disorder. Some students with autism may have no spoken language or severely delayed speech. Even if they can communicate verbally, individuals with ASD often exhibit poor conversational skills, a very literal interpretation of language, and unusual vocal qualities. Using simple and clear language can make a significant difference in the student’s ability to understand you or your staff. Some general communication tips follow. Keep questions brief and give directions in small steps that clarify what to do, not just what not to do (e.g., “Walk, please” instead of “Don’t run”). Provide frequent and specific praise, such as “Good looking at me” rather than “Good job.” Consistently using if-then and first-then statements can also lead to improved comprehension of expectations and the environment (“First Reading, then Lunch”). Avoid expressions like “That’s cool” or “What’s up?” that do not mean what the separate words do and can be easily misunderstood. Maintaining a calm, firm, and neutral tone of voice can help, as well as getting the student’s attention before you begin talking. Additionally, there are established prompting strategies that have been proven effective for communicating with students with ASD. Visual supports in particular (whether in words or pictures) are often effective teaching tools for students with autism. When it comes to helping students with ASD to express themselves, there are steps you can take in your own behavior that promote their ability to answer you independently. Phrase your questions as yes/no or short-answer questions if open- ended ones are too difficult; for example, instead of “How was your weekend,” ask “Did you go to the movies this weekend?” Providing additional response time can also be beneficial. Alternative or augmentative
Even if students with ASD are succeeding academically, it is imperative to assess their social interactions in various school settings and provide any needed supports to teach those skills. Inherent in the diagnosis are difficulties with social-emotional reciprocity, nonverbal communicative behaviors, and developing and maintaining relationships. These challenges are usually due to poor comprehension of social rules, the “hidden curriculum” that most of us pick up incidentally. Because they may find social interaction confusing or unrewarding, students may prefer to focus on something more understandable, such as a favorite topic; yet perseverating on often eccentric or age-inappropriate topics can lead to isolation from other students. Examples of social skills are attending to teachers and peers, initiating and responding to initiations, maintaining friendships, and details such as age-appropriate language and attire that fall under the broad category of “fitting in.” Although these skills may seem less important than other objectives, they can significantly affect an individual’s quality of life and success in the school community and beyond. Social skills deficits that may seem insignificant in young children could later come across as stalking or bullying; they could also lead to harassment from bullies or inability to function at college or work even with the cognitive skills to do so. All involved staff, the student with autism, and the peer will need to be trained in order to make an activity successful socially. Direct instruction, along with practice and feedback in the natural environment, may allow the student to interact more effectively with peers and increase opportunities for successful inclusion. Teachers and paraprofessionals who are responsible for the student should be taught to create and facilitate teachable moments throughout the day to promote true mastery of these skills.
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