Intentional Socialization For Children Affected By Autism
Surviving in a Social World
Social interactions govern our lives from the time we enter the world, but the skills that drive success in this aspect of existing with others does not come naturally to everyone. For a young child diagnosed with Autism Spectrum Disorder (ASD), learning how to socially engage with others is even a bigger challenge. It is almost always something that must be taught and modeled by peers as well as the adults who are raising them. Since most children are not diagnosed with autism until their toddler years, modeling social skills from the time a child is born is key.
Simple gestures like waving hello, raising your hand to be called on, standing in line at a service counter, and sharing a thought or item are just a few social engagements that make up our day-to-day lives. While these exchanges may appear to be instinctual for most, those with an autism diagnosis may need additional assistance and guidance when learning how to navigate social scenarios, making it critical to intentionally socialize your child as early as possible.
Debunking Myths of Social Disinterest
Before discussing ways to intentionally socialize a child, it is crucial to emphasize that children with ASD generally have the desire to engage with their peers, according to a 2018 Cambridge University study. While children may give the impression of disinterest by isolating themselves when they play, avoiding eye contact, being unresponsive when addressed, and misunderstanding non-verbal cues, this is merely because these skills must often be modeled and taught. By understanding this early on, parents and caregivers can be more proactive in consistently and intentionally demonstrating these skills. Patience will be essential as it may take an individual with ASD longer to develop and weave these behaviors into real-life situations.
For some individuals, social anxiety stemming from deficits associated with ASD can be a barrier to experiencing successful social interactions. Despite a desire to engage socially with their peers, children with ASD will often turn away from or completely avoid social interactions. This anxiety or avoidance can cement a pattern of solitary activity, which can be challenging to break out of. As a result, attempts to help a child with ASD socialize or be present in what are considered social environments may take time and patience. Be persistent, and while it’s important to pay attention to anything that upsets a child, know that continued exposure with a trusted peer or grownup will eventually pay off.
What are some strategies to intentionally socialize my child?
You play a crucial role in your child’s social development as a parent or caregiver. Your participation will have a meaningful impact on their overall emotional regulation, ability to communicate and express themselves, comprehend the emotions of others, and contribute to the development of confidence and self-esteem. Below is a list of strategies and methods to introduce social skills. Active involvement and support from peers and all grownups spending time with a child can significantly impact their progress.
- Peer Mediated Interventions
Peer-mediated interventions involve peers of a similar age, such as a friend, neighbor, sibling, or cousin, who can be guided to initiate interactions with a child who has autism. This can be done through activities like sharing a toy or cooperating to achieve a common goal, such as building a sand castle or playing catch with a ball. Play has infinite ways to foster social development with naturally occurring opportunities to practice empathy, negotiation, and overall emotional regulation. Teachers and parents will be pivotal in setting these scenarios up and will need to stay present to intervene or help facilitate the interaction. Peer-mediated interventions often have a significant impact on all children involved.
- Social Stories
A social story is an engaging tool to introduce novel skills to children by presenting social norms and concepts as a story. However, the story cannot be thrown together with the expectation that the child will grasp the concept. Instead, there is a specific structure to follow. Primarily, the story should relate to the child and their personal needs; otherwise, it will be challenging to maintain the child’s attention.
An example of a social story is presented below:
My toys belong to me. They are mine.
Many of my toys were given to me.
Some of my toys have my name on them.
I may play with my toys or share them with someone.
I have toys that are mine.
Example from: National Autistic Society
- Role Playing
Role-playing or behavioral rehearsal can be scripted or spontaneous and involves acting out situations in a structured environment. Combining scripted and spontaneous role-playing is common, such as providing the child with an opening statement and leaving the rest of the interaction up to them, which provides structure without hovering. With role-playing, children might struggle in the first couple of sessions and get “stuck” in conversations as they might not know how to proceed. However, the comfort of discussion and interaction should increase as the sessions continue. An example might be the parent or caregiver pretending to be a cashier while the child acts as the customer.
- Identify real-time emotions
Being able to identify real-time emotions is essential when navigating social interactions. That being said, children with ASD may have more difficulty recognizing what emotions their peers are exhibiting. This provides an opportunity for parents or teachers to step in and point out the emotion and provide guidance on moving forward. An example of this would be labeling behaviors that occur throughout the day, such as by saying:
“Look, Sally is smiling – she is happy!”
Parents or teachers are also encouraged to verbalize prosocial behavior, such as two children sharing a toy or playing together. By acknowledging positive behaviors, children can recognize and mimic these behaviors much faster.
- Get out in the community and socialize!
Finding free and accessible social opportunities for your child may initially seem intimidating, but most communities have plenty to offer. Storytime at the library promises an engaging and enriching experience with ample opportunities for interaction with peers and often a captivating adult leader.
Similarly, public parks are great environments to introduce your child to new encounters and unstructured play. Parks offer a wide variety of collaborative and independent activities. As a parent, you may need to encourage your child to interact with others. Model this for them by introducing yourself to other parents, and if you feel comfortable, go ahead and share what you feel is comfortable about your child. Most adults will appreciate your honesty and may even go out of their way to help encourage their child to include yours. These are social norms, and while every experience won’t be abundantly positive, it is also part of life and a good lesson for everyone involved. Finally, malls or shopping centers can introduce new sounds and sensory experiences to your child. Hundreds of people from all walks of life are at malls, meaning your child will notice a myriad of proper social exchanges. Going to a new environment with new stimuli can be overwhelming, but by creating a set plan and sticking to it, your child will become more comfortable in social environments.
- Have fun!
While social interactions are essential to life, children may be more likely to avoid them entirely if framed as a job or task. By making the process fun and playful, children will likely enjoy themselves more and begin engaging in social interactions independently.
But there’s more!
While all these tools and techniques will start the process of familiarizing your child with social interactions, it’s important to recognize it is a gradual process that must begin when they are born. Learning to successfully interact with our world takes time, practice, and patience. As adults, we are still learning! For a young child with autism, there is more that can be done to develop social skills. Applied Behavior Analysis or ABA is a type of therapy often recommended treatment for individuals diagnosed with ASD. A significant component of ABA therapy focuses on socialization, which is in addition to communication and academic readiness. For anyone really struggling to develop social skills, especially a child in the early intervention age range (birth to starting kindergarten), this type of therapy can have a significant impact on how a child thrives and functions in social interactions. Setting a child up for a successful transition to kindergarten is often preceded by years of ABA, where skill development can be promoted by clinicians who are constantly measuring a child’s progress. ABA therapy is now far more accessible than it was even 10 years ago. Most insurance plans include coverage, and for a child moderately to severely affected by autism, up to 40 hours of therapy a week is often approved. To find out where to obtain ABA, contact your insurance company to find out what providers are in-network. Not sure how to choose an ABA provider and want to know more about how to support a child with ASD? Check out this article, and others on our blog. We’re also happy to answer your questions anytime. Email us at info@allybehavior.com or by phone at (240) 342-2666.
References:
Indiana Resource Center for Autism
Rasmussen University – Early Childhood Education