How can a teacher help a non-verbal 5-year-old diagnosed with autism learn to participate in group activities in a pre-school class? Currently, the youngster seems content playing with certain toys or working alone in learning centers in the classroom. When asked to come to the group activity, he responds with screaming, kicking, and biting. Among other things, he struggles with change and transition, following instructions, participating in an activity with other kids, and expressing his frustration appropriately.

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Any strategy for gradually integrating an explosive child into small circle time groups must be individualized, of course, for the youngster, for the other students, and for the setting. The following is an overview of a strategy recommended specifically for the student described above who is in an early-childhood classroom with a dozen students with special needs.

1. Start small. All of the students in this large class could probably benefit from smaller groups. Divide the students into three groups: The “Red Team” with 5 kids, the “Blue Team” with 6 kids, and the “Yellow Team” with 1 kid - our friend with autism. Schedule a 10-minute circle time activity for each group at different times of the school day. Plan circle time for our 5-year-old friend at a time of day when he is typically most content and calm. Put a symbol for circle time on his daily schedule so there are no surprises.

2. Sneak it in. Because this youngster reacts to change and transition rather violently, you want to plan for a seamless transition from a preferred activity, and gradually insert some components of circle time into his daily routine. Rather than making a big production of putting away an independent play activity and “officially” beginning circle time, consider allowing the youngster to stay in the learning center where he is working. This helps alleviate his transition anxieties (an inherent characteristic of autism), and you avoid getting into a power play about “moving to circle time.” Allow him to stay put while you gradually introduce the calendar, weather, and other familiar circle time songs and activities. After 5 minutes of circle time activities, allow the youngster to continue with the previous activity.

3. Establish a routine. Follow the same routine and sing the same songs every day so he becomes familiar with the circle time activities. Gradually introduce new activities and ease one or two students into the area. But proceed slowly and calmly to avoid raising red flags that magnify his transition anxiety, his aversion to group activities, and other issues related to his autism. Eventually he will probably be able to tolerate - and even enjoy - circle time with his new-found friends.

Each student, of course, has different needs, but this is one example of a strategy to help ease a resistant, non-verbal pre-schooler diagnosed with autism into small group activities. He may adapt to the change in a week or two, or it may take years. No matter the time frame, patient work in this area pays rich rewards that will most likely significantly impact his social skills, communication skills, and tolerance for transition and change.

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NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com