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Topic “Social Interaction”
Accepts not getting what he or she wants sometimes
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Turn taking in a circle Selection of highly motivating toys Squeeze ball/sponge | 1. Sit the children in a circle and take toys out of a bag. The child is allowed first choice of toys on the first occasion that toys are taken out of the bag but on subsequent occasions will have to wait. A squeeze ball or sponge may help a child to wait by giving the child something to fiddle with while they wait. 2. While the child is waiting for a go with a desirable toy praise good waiting. 3. Gradually extend the time the child must wait. | |
| Sharing desk equipment during class. 'First......then' card - example Desk equipment e.g. glue, scissors, rulers. | ||
| Situations where the child has to accept not having his/her own way straight away. A short 'story' specially written to explain the behaviour that is wanted in the situation. | Writing short stories to explain difficult situations and to help children manage their behaviour is a technique developed by Carol Grey. The stories are called Social Stories. Her books about writing social stories and how to use them include: 'My Social Story Book' and 'New Social Story Book'. |
Able to play cooperatively
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Marble run game Marble run Waiting cards (as required) | 1. Set up the track and pass the marbles round the children. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible. Some children may need handover hand modelling to pass the marbles. 2. The target child may need to hold a waiting card to support waiting for their turn. | Keep this activity for the end of a small group work session. Keep the activity short and snappy so that the children keep motivated. Choose really interesting toys for this activity that the children don't have general access to. |
| Any other high interest activity game that can be used in a small group | ||
| Toys from a bag A bag with a selection of appealing toys inside. |
Take turns in activities with an adult eg on computer
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Taking turns on the computer Computer 2 chairs simple computer programme e.g. a painting programme | Set up the computer with your chosen programme Sit next to the child Show the child how to take turns by: Saying 'My turn' ........'Your turn' etc Support this by using gesture/points Depending on the level of difficulties the child is having, you may also need to do the following: Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes For example:
As you take a turn, cross off one of the boxes with your name in it As the child takes a turn help him/her to cross off one of his/her names in a box. | It is important to take a turn even if the child finds sharing very difficult. Start by taking a very short turn for yourself and letting the child have a longer turn. As the child begins to understand that his/her turn will come around again you can lengthen the time of your turns. You can use similar strategies for taking turns in other activities. |
| Taking turns with a computer game. Computer game and two chairs Egg timer |
Share something with another child
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Choose and give A variety of stickers or a variety of small pieces of fruit | Explain that each child will choose a sticker/piece of fruit to give to another person in the group. Give each child an opportunity to do this | Emphasise the importance of giving something the other person would like |
Verbalise feelings appropriately
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Make choices between desirable and non-desirable things using language appropriately Attractive and non attractive food stuffs | 1. During snack time have crisps/fruit etc on table and raw onion. 2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately. 3. When the child is used to this activity can you offer an unattractive food and wait for a short time before offering an attractive food? 4. Incorporate another adult in this activity who can model accepting and rejecting in a good way and a bad way. Can the child comment on the adult's behaviour and say if it is good or bad accepting/rejecting behaviour. | Extend this skill to everyday experiences as the child gets better at it e.g. in the dinner hall, when choosing library books/videos. |
| Clothing choices going out to play Warm clothes Cool clothes | ||
| Toy choices during wet play Broken or very babyish toys Popular toys for the child's age group |
Initiate an interaction with a peer
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Can I play Playground 1 or 2 other children | 1. When your child comes to you, talk about what the other children in the playground are doing. 2. Ask your child what looks 'fun'. 3. When your child decides say to them "Let's go and join them". 4. Take your child over and encourage them to join in with your support. 5. Next time, repeat steps 1 to 4 but after you've encouraged them to join in, stand back and let them play independently. 6. Next time, repeat steps 1 and 2 and then say "Let's go and ask to join in." 7. Take the child over and encourage them to say "Can I play" and then let them play independently. 8. Next time, repeat 1-2 and then say "you go and ask 'can I play'. I'll watch from here". | The aim of this activity is to encourage your child to start initiating interactions with a peer at play time, rather than talking only to adults. It may take your child longer to feel confident to play without your presence. Take it slowly so that your child knows you are there to support them if needed but also enable them to become more independent. If at steps 7 and 8 your child is extremely reluctant to ask, you can break it down and get them to copy the question word for word e.g. "Child's name, say 'Can......I......play....' ". |
| Going on an errand together Another child An easy errand | Make the errands simple, which require just giving an object or a letter to another adult who is aware the child is coming. Praise the child for asking the other child. Give praise to both children for completing the task well. Encourage your child to ask different children. |
To take turns and interact in a group
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Structured snack activity | Sit 2/3 children round a table Prepare the things to eat in advance e.g. biscuits on a plate broken into small bits and juice and mugs near to hand. Offer the child the plate of biscuits and support taking one piece only. Say 'Good choosing'. Move onto next child. Follow same routine for drinks. | Give only small portions to get the maximum number of interactions before the supply of food and drink runs out. Keep the pace speedy during this activity so that children do not get too desperate for the food. Initially support the child to take only one piece of biscuit and fade the support over time. Keep a watchful eye for the child taking extra turns! Reward desired behaviour with social praise. |
| Shared toys Fun toys | Choose high interest toys. Keep the pace of the activity snappy so children don't loose interest. Keep each child's turn short so children don't get impatient. | |
| Banging on a drum Drum | Keep the activity snappy and turns short. Use lots of social praise for behaviour you want. Use a drum that you bang with a hand not a beater. |
Take turns with another child with adult support
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Let's take turns A choice of 2 simple turn-taking games such as: lotto, marble run, bricks or cups to stack, simple inset jigsaw puzzle, colouring activity. | 1. Choose a fairly able classmate to work with the child. 2. Show the child the two activities you have selected and ask him to choose one of them. 3. Take both children and the activity into a quiet location. 4. Set up the activity. 5. Show the children how to play the game if it is unfamiliar. 6. Encourage the children to take turns by prompting with "Ernest's turn", "Masoud's turn". | Praise the children for "good waiting". You may need to give gentle, non-verbal prompts (for example, put your hand over the child's) to make sure they let the other person have a turn. |
Remain on task for 20 minutes
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Good Sitting, Good Looking, Good Listening poster Poster showing good sitting, good looking and good listening | Use the poster to talk about how we do good listening and why we do it (to help us learn, so that we know what to do) Put the poster up near the child, and use it as a visual prompt. | It is important that the child knows how to do good listening. You could role play doing good listening and not doing good listening and discuss the differences. |
| Visual Timetable Laminated symbols for the class activities Sticky-backed Velcro or BluTac, A way to indicate an activity is finished: finished box, board marker or finished crosses. You can find appropriate symbols in the Commtap Symboliser. | This is a strategy which benefits the whole class, particularly children who are learning English as a second language, or who have behavioural difficulties, or who have speech and language difficulties, or who have memory difficulties. It allows the child to know what is coming next, and to remember that the particular activity he/she is doing is for a limited time only. This helps him/her to focus his attention. It is vital that you are consistent in using the visual timetable - it doesn't take long to do! | |
| Individual task schedule. Laminated symbols for the tasks the child will be doing. Laminated symbols for appropriate rewards, e.g. read a book, add a bean to the jar, get a sticker, etc. Sticky-backed Velcro or BluTac, A stiff board / card (A4 or A5 size) You can find appropriate symbols in the Commtap Symboliser. | It is helpful to break a large task into smaller units, so that the child achieves several smaller goals (taking a symbol off for each one) Rewards need to be appropriate to the child and if possible part of existing reward systems in the class. Rewards that can be enjoyed immediately are the most motivating! |
Asks for specific help to do an activity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sabotage! - supported with a picture symbol A ‘HELP’ picture symbol Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker. You can get symbols with the Commtap Symboliser.
|
| When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated. |
| Sabotage! - supported with a sign Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker. Make sure you know the sign for help before doing the activity (e.g. Signalong, Makaton). | When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated. Over time you will want to encourage the child to use a clearer indication that they want help. You can do this by:
| |
| Impossible task! Materials as needed, for example:
| See also: https://en.commtap.org/language-communication/initiate-request-items-do-task Note, for most of these examples the child could potentially ask you for a specific item, or ask you for help - both are valid! You can easily integrate this into many classroom activities without the need for any extra equipment. |
Use a visual timetable
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments | |
|---|---|---|---|
| Using a visual timetable Home made visual timetable with 'finished' box or envelope and Velcro strip. Set of laminated symbols for timetable activities e.g. 'swimming', 'maths', 'carpet time' with scratchy Velcro on the back. You can create symbols cards in PowerPoint with the Commtap Symboliser. | 1. Make a long cardboard strip approximately 10cm wide and 60cm long. Attach a 'FINISHED' box or plastic envelop at the bottom of the strip. 2. Stick a strip of soft Velcro along the centre of the long laminated strip e.g.
3. Arrange symbols of the activities a child will cover for - say - a morning down the Velcro strip. 4. Just before an activity starts help the child put the relevant symbol into the 'I am doing this now' area at the top of the laminated strip. This shows the child what to expect to happen now. 5. When the activity is over help the child remove the symbol for the 'I am doing this now' area and post it into the 'FINISHED' box or envelope. Help the child take the next symbol and put it into the 'I am doing this now' area etc. | This technique helps children understand what is going to happen during the day. Use it with children who are anxious about change or find understanding class routines difficult. It is best to set up a visual timetable before the child comes into school and to set it up for a limited period say from arrival until the first play and then from after play until lunch and then a final set up for the afternoon period. Children sometimes try to alter the timetable to suit themselves e.g. putting play up near the top! This is not allowed! Only the adult in charge can change the order on a visual timetable. If following the set timetable for a given period is very difficult for a child you can make it easier by shortening the time a child must spend on each activity - but each activity must be done a little bit. You can try with just two activities (now/next) see the now/next visual timetable activity below. | |
| Now/next visual timetable "Now /next" visual timetable with 'finished' box or envelope and Velcro strip. Set of laminated photos for timetable activities e.g. 'story', 'outside', 'carpet time' with Velcro on the back. | If the child is resistant to some of the activities it's important to use clear consistent language e.g."first story, then sand". Being able to see a motivating activity coming up may mean that the child is happier to engage in less motivating activities. |
follows familiar routines
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| At playtime puts on/off coat | Make a picture of child with coat on and coat off. Laminate if possible. Show the child the relevant picture before/after play and help take coat on/off. As you do use the same phrase to describe your action e.g. 'Coat on' or 'Coat off'. As child becomes used to this routine stand back a little and see if the child will do own coat? Will child do own coat if you just ask without using the pictures and eventually will the child follow the routine appropriately with no support? | Be consistent with using the picture supports and using the same phrases to describe actions. Allow the child time to make an attempt - even if the coat is wrong way round - if this happens - praise the child for trying e.g 'Good putting coat on - you want more help' |
| At tidy up time puts things away Tidy up box/bag Toys to tidy | ||
| Line up time Picture of line up time |
able to join in action songs with a group of children
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Old MacDonald Pictures of animals A good singing voice!! | Children sit in a circle and start to sing. After, "and on that farm he had a......" a child is chosen to choose a picture and sign the animal. Group continues to sing. Next verse a different child chooses an animal | Always encourage the child to sign the animal name alongside the other children. Ask the child "What's that?" when they choose the animal picture so the child is given an opportunity to spontaneously sign the animal. |
| Wheels on the bus Card with prompts for actions (optional) | Child can point to the card or do an action to indicate which verse to sing next. Give choices, "Shall we sing wipers or wheels next?" etc. | |
| If you're happy and you know it Card with prompts for actions: clap/stamp etc. (optional) | Child can point to the card or do an action to indicate which verse to sing next. Give choices, "Shall we clap or stamp next?" etc. |
turn taking
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Feelie bag Interesting small toys in a bag | Sit child and one other child on chairs in a small circle. Make a show of bringing out the 'feelie bag' and shaking it. Put your hand in and take out a toy. Use it briefly and hand to the child next to you. When this child has had a short go say 'Share with a friend' and if necessary help the child hand the toy over to a peer. Say 'Good sharing' as the child hands over the toy. When a toy has been seen by all offer the bag to a child to put their hand in and take out a toy for sharing Keep going round in the circle till all the toys have been seen | Keep up the pace of these activities so that children don't get too tense having to wait their turn Reward 'good waiting' and 'good sharing' with lots of praise - maybe even a sticker. Some children find waiting very hard and will be helped by having something to hold a small sponge, or squashy ball etc. This is handed over for their turn with the toy and given back after they have passed the toy on. |
| Snack time Small food items e.g. crisps, cut up fruit, biscuits | ||
| Physical games |
Developing the skills to understand and express different emotions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Talking about different emotions - Photographs of different people showing different emotions - you could get these from magazines, newspapers or by internet search. - Emotion symbols - click here to print. - Paper and pens | 1. Look through the photographs together - talk about what feelings or emotions the person is showing - you may have different answers from each other. Talk about why they may be showing emotions. 2. Can you match the symbols to the emotions. Talk about the differences you notice in peoples' faces. 3. Can you think of times when you felt this emotion - use the paper and pens to write this down. Compare your experiences. | You may want to start with basic emotion words such as happy, sad, cross and excited, before introducing more complex emotion words. |
| Feeling Dictionary - Exercise book/note pad/sheets of paper - Emotion symbols - click here to print. You can draw your own if you prefer. | Definitions: Happy: This is when I feel good about something. I might smile or laugh. Sad: This is when I don't feel good about something. I might cry. I might show I feel this way by being cross. Angry / cross: This is what I feel when something is not fair, or is bad. I might feel like shouting or punching or doing something to someone. Bored: This is when I'm not interested in what is happening, and just want it to finish. I might sigh, or lean my head on my hand. Upset: I might feel like this when something is not fair, or when someone is unkind. I might cry, or feel like shouting. Frightened / scared: This is what I might feel if I don't know what is happening, or if I am unsafe. I might cry, or scream, or just try not to move. I might want to find someone I know, like my mum or my teacher. Surprised: this is what I feel when something good happens that I didn't expect. I might smile, open my eyes wide, and say something like 'wow'! Excited: This is what I feel when I know something good is going to happen soon. I might smile, move around, and keep thinking about what is going to happen. | |
| If you're happy and you know it... - Emotion symbols (click here to print)or feelings Dictionary (see above) - Time-line of a day | You could choose a different feeling each day to work through the timeline. You could also display the timeline, and encourage the child / children to identify how they are feeling at different parts of the day. |
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