How to Teach Children with Autism to Follow Group Instructions?

Teaching children with Autism Spectrum Disorder (ASD) to follow group instructions is a multifaceted endeavor that requires patience, creativity, and a deep understanding of the unique needs of each child. Due to differences in communication, social interaction, and sensory processing, traditional teaching methods may not always be effective. However, with specialized strategies and individualized support, educators and caregivers can empower children with autism to successfully participate in group settings.

Visual Aids: Children with autism can benefit from the use of visual aids, such as pictorial timetables, visual task lists, or visual timers, since these can give them tangible indications that help them comprehend and comply with group directions (National Autism Center, 2015). Visual supports help in breaking down complex tasks into manageable steps, represent expectations, and in turn reduce anxiety and confusion, enabling children to navigate group activities more effectively.

Clear and Concise Language: It's critical to utilize basic, straightforward language and short sentences when providing group directions (Schreibman et al., 2015). For instance, instead of saying, "Create a landscape with various elements," the caregivers/educators can break down the task by saying, "First, draw a blue sky. Then, add green grass at the bottom. Finally, draw a sun in the corner." Avoiding abstract or ambiguous language helps children with autism to understand, process instructions and facilitates successful participation in group tasks.

Give Visual Demonstrations: Whenever feasible, accompany spoken instructions with visual demonstrations. Using modeling or video examples to demonstrate expectations to children with autism can improve understanding and encourage imitation (Ganz and Flores, 2007). Children with autism often benefit from seeing tasks modeled visually, as it provides them with a concrete example to follow.

Use Positive Reinforcement: According to Reichow and Volkmar (2010), children with autism can be encouraged to obey group directions by providing them with positive reinforcement in the form of praise, incentives, or favorite activities. Celebrating and recognising small victories and successes can boost children's confidence and willingness to engage in group activities, which increases desirable behaviors.

Divide Tasks into Smaller Steps: Children with autism can better follow group instructions if they are divided into smaller, sequential steps (Freedman et al., 2020). For example, providing a sequence for the big task of  “making a peanut butter sandwich” all at once can be helpful. Breaking it down into 3 smaller steps, “first spread the peanut butter on a slice of bread”, then “add jelly on top”, and “finally putting the slices together”, will increase the success of children with autism to follow instructions. Focusing on one step at a time allows children to concentrate their efforts and progress gradually. 

Provide Structured Practice Opportunities: In small group settings, providing structured practice opportunities enables children with autism to practice following directions in a supportive environment (Koegel et al., 2013). These structured sessions allow educators to scaffold learning and gradually increase the complexity of tasks as children's skills develop. The use of scripted scenarios or visual prompts can be beneficial and will guide their interactions and build confidence, generalising their skills to larger group settings.

Sensory Considerations: Planning group activities should take sensory preferences and sensitivities into account. Sensory considerations are essential when planning group activities for children with autism (Grandin & Panek, 2013). Many children with autism have sensory sensitivities or preferences that can impact their ability to participate in group settings. Providing sensory accommodations such as headphones, fidget toys, or quiet areas helps children regulate their sensory experiences and enhances their participation in group learning activities.

In conclusion, teaching children with autism to follow group instructions requires patience, flexibility, and individualized support. Through the integration of visual aids, positive reinforcement, clear language, and sensory considerations, educators and caregivers can enable children with autism to effectively engage in group environments, fostering their social and academic development. 

References:

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Freedman, B., Bruckner, C. T., & Warlaumont, A. S. (2020). Teaching children with autism to follow complex instructions: A systematic review of the literature. Review Journal of Autism and Developmental Disorders, 7(2), 142-154.

Ganz, J. & Flores, Margaret. (2007). Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers. Journal of autism and developmental disorders. 38. 926-40. 10.1007/s10803-007-0463-4. 

Grandin, T., & Panek, R. (2013). The autistic brain: Helping different kinds of minds succeed. Houghton Mifflin Harcourt.

Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2013). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 15(1), 1-9.

National Autism Center. (2015). National Standards Report: The National Standards Project – Addressing the need for evidence-based practice guidelines for autism spectrum disorder. May Institute.

Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... & McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428.