We are on week two of story building for pragmatics and social communication. We’ll call this kid Ko. Ko is about 6 years old. He receives special education in a self-contained classroom with other children with autism.
Important notes about why stories became important for Ko:
The good
Has extensive language, using full, grammatically correct sentences.
Has a good grasp of his surroundings, including people and events and likes to participate in sports and musical activities.
The bad
Doesn’t use I statements.
Uses only sounds but no language while pretend playing.
The ugly
Is very distractible, spending most of his day wandering away from classroom activities to spin in circles or talk to himself.
Can become very aggressive or engage in elopement behaviors in the name of humor.
Note: I hold no true belief in bad or ugly behavior when it comes to autistic children and existing maladaptive tendencies – this phrasing is purely for creative writing.
So what did we do about this? We didn’t quite make it to the level of telling a social story but these things helped target the skill.
Activity 1: the therapist prompts, Tell me something about yourself. While taking turns throwing a ball or similar task, the child remains engaged and motivated to respond in order to throw the ball back.
Activity 2: The therapist prompts, tell me something about your friend. Directing attention to an outside person is easier than directing attention to themselves. Still, verbalizing an appropriate quality is learned so models help.
Activity 3: Modeling a story with a character and a problem, using the manipulatives. You already know how I feel about scaffolding! With a good head start, give the child more opportunities to insert their own ideas. Asking questions can help to prompt more verbalization while using the manipulatives.
Want to know more about this therapy technique? Message any time. Happy Treating!