While the issues rarely arise in reading class…Children on the autism spectrum often need a facilitator when working with a partner or  in a group.  “Teamwork”  is a difficulty for many of these students.

...is difficult for many with autism

Working in groups may feel unnatural and uncomfortable for a child with autism.  They may…

• Call out other members of the group who are not following directions
• Be distressed when others are not playing by or violate “the rules”
• Antagonize other members of the group by their seemingly hostile or unfriendly attitude
• Imagine that others in the group are harassing or picking on them (when they aren’t)
• Actually be harassed or picked on by other members of the group
• Completely tune out the group and work on the project independently
• Be uncooperative when the group elects to do something differently than they would choose to do it
• Seek an intervention by the teacher or aide to compel the group to do things their way rather than trying to negotiate a compromise or make a concession to the group
• Refuse altogether to work on the project

The teacher rarely has the luxury of spending much time monitoring any  particular partnership or group to be the moderator, make the  suggestions, resolve the disputes, calm the frayed nerves, etc.  This is where the classroom or one-on-one aide  can step in to facilitate.

As I’ve said before, I very rarely sit elbow to elbow with a child with autism to which I am assigned.  I will, however, stay within earshot when group or partner work is taking place.  When cooperation is occurring, I step far back and let it happen.  When it isn’t, I give them a few minutes to see if they will resolve the issue.  If not, then I will step in, make a suggestion, and step out again.

This won’t always work, but you must give the child with autism a chance to learn cooperation skills.  You don’t help the child who has social interation difficulties by imposing a resolution on every partner or group dispute in which you find them.

When the activity is over, you should make time to debrief with the student:

• How did that go?
• Were you able to resolve the issue about ___?
• How?
• Will you try that solution again the next time you work in a group?
• Can you think of a way to avoid that kind of disagreement?

One related tip: Many kids with autism will NOT choose a partner or a group they are not assigned to.  When asked to form groups of a particular size, or to choose a partner, they will stand up and wander around aimlessly until an adult asks if they have a partner or have joined a group and then assign them to it.

My impulse (as an advocate for my students with autism) is always to assign groups or partners.  But this, of course, is not helping the child learn to create social cooperative groups.  And I have found that there is a correlation between how confident a child is about the activity and his or her willingness to initiate a partnership.

On a new activity, the child may need help.  On an activity the child understands well, stand back and see if a partnership or group forms naturally before stepping up and helping him or her join a group.

We would love to hear from other paraprofessionals willing to share what does and doesn’t work when working with a child with autism. There is room below for your Comments.

Related posts:

1. Paraeducators need to speak for ourselves
2. Writing rules for a kindergartner with autism
3. Why I object to the term shadow