Have difficulty effectively communicating their own wants and needs.They may be exceptional at mimicry and use this effectively to fit in socially. Echo words they hear – they may repeat patterns of words without attaching any apparent meaning to them.People on the autism spectrum may need these “hidden” social rules to be explicitly taught

Not take social cues from other people’s actions (for example lining up in a queue, stop talking when the teacher enters the room).Rarely use nonverbal gestures to communicate (for example, nodding their head or gesturing with their hands).

Not respond, or may take longer to respond, to verbal communication by other people.It is important to remember that not every item on the following list applies to all. “…everyone wants to inherently connect with others, it’s just through a different filter.” – Chris Varney – Founder and Chief Enabling Officer of the I CAN NetworkĪ person on the autism spectrum may display a number of social communication differences. Many have a genuine desire for friendship but may find the process of making and sustaining friendships difficult. Some people on the autism spectrum may seek social opportunities and may initiate social interactions themselves, others may enjoy social situations and interactions when they are initiated effectively by others. Difficulties with social communication are however a diagnostic criterion for autism and they present in a spectrum of ways. If you’re a secondary teacher, use a Featured Routine social script, like the Responding to an Unexpected Change script we’d use for Johnny in the example above.People on the autism spectrum are just as likely as their typically developing peers to enjoy engaging with others in activities that interest them.

Create your own social script or use a Media Center Routine Essentials social script-like this one. Keep the wording and visuals simple and clear. Once you define a challenging behavior and decide what you want the student to do instead, you’re ready to make your social script. In our example, Johnny’s teacher would now identify the behavior she wants to see from Johnny, in place of his current behavior.ĭepending on Johnny’s functional ability, this behavior might include any or all of the following directions: asking for help, going to the location on the visual schedule, following a direction, etc. Keep it simple, age appropriate, and aligned to the student’s functional ability. This explanation should be specific-though avoid making it too complicated. Identify what you want students “to do” when the problem behavior occurs. We use this tool to teach conflict resolution, routine steps, socializing with peers, asking for help, etc. When Johnny’s visual schedule is changed due to an assembly, Johnny drops to the ground and does not comply to the cue, “Stand up.” This is a perfect opportunity to use a social script. For instance, perhaps you have a student who has a difficult time with transitions, like our example student, Johnny. Select a behavior you want to change or a behavior you want to teach. Below are some easy tips for creating custom social scripts. You do not have to be an expert in social scripts or have hours of extra time to effectively use this intervention. Social scripts teach social skills, behavioral skills, and problem-solving in a story format that is individualized to the student. The use of social scripts for social instruction is an evidence-based practice identified in the National Autism Foundation’s National Standards Report. Have you ever learned a new skill from browsing social media, watching instructional videos, or reading a book? If you have, then you have personally experienced the power of social scripts.

Autism social questions