Creating a strong group program for children on the autistic spectrum requires that one address four of the major challenges that people on the spectrum face:
- A deficit in social understanding: an inability or difficulty with learning and internalizing social skills. Because people on the spectrum have a difficult time learning basic rules that govern social situations they have a difficult time functioning adequately in them.
- People on the spectrum can have difficulties with both Pragmatic language (forming coherent meaningful sentences for example) and non-verbal speech and language.
- People on the spectrum present with cognitive rigidity, a dependence on routines, a preoccupation with details, pockets of knowledge and interests in very specific activities.
- People on the spectrum often have difficulties with gross motor skills, fine motor skills and sensory integration.
The number of issues that one can address is infinite when one begins to breakdown these areas of concern but these are the core issues from which each individuals challenges tend to spring.
This is a wide-ranging list of need areas and because Autism is a spectrum disorder there is a wide range of presentations for each area of concern. The most severely disabled autistic people are often also mentally retarded and appear to lack even the most basic ability to make social connections. Conversely the highest functioning people on the spectrum are often very intelligent and highly successful using their intellect and talents to help compensate for the social competence that most people take for granted. It is important to try to identify which population along the spectrum one is planning to serve. Its important not to lump all children with autism in the same basket and to assess each applicant to a group carefully to be sure that each child’s needs can be addressed within the single group. It generally isn’t enough that children have the same Autistic spectrum diagnosis (PDD, Autism, Aspergers) since even within these diagnoses presentation tends to be diverse.
Groups for autistic children are good opportunities to collaborate across disciplines. Social workers and psychotherapist, working with speech and language pathologists and occupational therapist for example, can more effectively assess the needs and the strengths of children and plan appropriate programming for a group. If collaboration isn’t possible its recommended to have a speech and occupational therapist to consult with because of the varied needs that children along the spectrum present.
- Children on the spectrum have multiple need areas so it’s easy to get overwhelmed when planning a group. If you are planning a time-limited group pick a specific need area such classroom etiquette, friendship skills, recognizing non-verbal expressions of feelings or general non-verbal communication. Below are some examples of time-limited curriculum:
- Children on the spectrum can be easily overwhelmed by sensory input. A time limited group to explore the senses and how to cope with sensory overload could be successful.
- Children on the spectrum often have subjects or activities with which they have a preoccupation. It can be a positive experience to share these interests within a group setting because it allows them to share their knowledge and interests with others. It can also take a solitary interest and turn it into a social activity that involves their friends.
- Most Cranium brand games and the game Apples to Apples are great cognitive games for children on the spectrum. They tend to be less about winning and losing and more about problem solving, communication and cooperation. The children love the games and they are great starting points to discuss reasoning and decision-making.
- If you’re planning a group that’s open ended or that will last six months to a year then it makes sense to take the major need areas that autistic children present with and break them down into discreet units like the ones mentioned above.
- Any group no matter what the curriculum is an opportunity for children on the spectrum to practice social skills and to make friends. Children on the spectrum, however, tend to crave structure and predictability so having a curriculum and a clear set of goals will help to make the group successful and keep the participants focused and contained.
Eric Pegnam, LICSW
Senior Clinician
The Walker School
1968 Central Ave
Needham, Ma 02492
781-292-2180
epegnam@walkerschool.org
Eric Pegnam has a Private Practice specializing with children on the autistic spectrum. |
