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The WHY
of Communication
There are a number of reasons why a child might use communication. Two very
important and also very different reasons are:
- to regulate others and get needs met
- to share attention and experiences with others
For children
with autism, while both of these communication functions may be difficult to
learn, the second one is the most difficult. Our goals for communication
training for children with autism include helping them increase both the
regulatory function of communication and also increase their motivation and
understanding of using communication in more purely social ways. We hope to
help them realize that they can share experiences with others, that it is fun
to do so, and that communication is a part of this sharing of experiences.
Why Use Routines?
Routines are of high interest to children with autism. Learning and using
routines are learning strengths. They like the predictability of routines and,
left to their own devices, often establish their own rigid routines and become
very upset if they are disrupted. By establishing a positive routine, and then
disrupting it, we create an incentive for the child to communicate in order to
re-establish the familiar routine. Joint Activity Routines
A joint activity routine is a powerful teaching tool for children with
communication disorders. This term describes a routine in which the child and
the adult engage in a meaningful activity together and communicative behaviors
are taught within the routine of the activity.
Key elements of Joint Activity Routines
- They occur in a meaningful and functional context
(such as a play routine, a bathing routine, etc.) - They use the child's interests and strengths.
- They are social (involve 2 people) at the child's level of
understanding
(ranging from parallel, to cooperative, to turn-taking, to interactive) - The adult role is to:
1) set up the environment and introduce the activity
2) add visual supports to the routine
(such as pictures, objects, print words)
3) repeat and establish the routine, and then
4) wait -- and cue the child with the visual supports
as needed to continue the routine
Settings
/ Activities Conducive to Interactive Routines
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PLAY:
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social baby
games
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play with
toys
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motor games
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table games
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exercises
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music
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pets
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SELF-CARE:
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dressing
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eating
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bathing
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hair care
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selecting
clothes
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SOCIAL
SETTINGS:
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greetings
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delivering
messages
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serving
refreshments
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shopping
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COMMUNITY
LIVING:
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eating out
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travel in
the car
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walking
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DOMESTIC
LIVING:
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putting away
toys
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setting the
table
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cooking
(stirring, pouring, opening, cutting, etc.)
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Examples
of routines
1. Motor "sandwich" game:
This routine is built on the child's enjoyment of deep pressure. The
"sandwich" is the child between 2 large pillows, with the adult
providing deep massage pressure to the child's back or tummy. Visual supports
to use include the pillows and/or a picture of the pillows. Paired language
could include the child's name, such as "Johnny sandwich" or
"Make a Johnny sandwich". If other children are included, photos of
each child can be incorporated so that "Johnny sandwich" can be
distinguished from "Susie sandwich".
This type of play routine, based on physical activity, is frequently very
motivating to our beginning-level students. Other examples could be blowing a
balloon or bubbles, pick up and swing routine, "airplane" on the
adult's feet routine, or rolling/spinning objects. These are all simple
routines (1-step) and appeal to the child at a sensory level.
2. Making juice routine:
This routine is built on a meaningful and motivating activity--snack! Practice
steps daily over several days, using the same materials and sequence and
allowing/ guiding the child to actively participate. Visual supports include
the needed materials (juice mix, pitcher, spoon, etc.) and a picture array on a
display board for 1 or more of the same objects/actions of the routine. If the
child can only do 1 step of the activity, then only 1 picture would be
displayed. The adult uses simple language for each step, paired with the
objects and pictures. When the routine is well established, disrupt it by
leaving out a needed material or pausing and waiting for the child to act
(verbally, with the pictures, or with the objects). This format is useful for
multiple step routines.
3. Swimming pool routine:
Look for activities that you can find a waterproof object to be a part of. For
example, holding a toy boat, the routine could be the "Motor Boat"
chant that goes slow and then fast, with the teacher/parent providing the speed
through the water for the child. Another example could be the "Walk, walk,
walk, and STOP" chant holding a toy stop sign and substituting different
verbs, such as walk, jump, run, etc. Another could be the "Bunny Hop"
holding a plastic bunny. These routines offer the child a chance for initiation
either verbally or with the objects, while they also offer a fun way to pair
meaningful action verbs with an activity. They also incorporate the use of
music and rhythm, which is often both very interesting and helpful to children
with autism. Pairing words with rhythmic movement or music is another strategy
to develop motor activity routines.
Susan Boswell
Division TEACCH |
