Following the Crowd
Some individuals with autism are not quick to pick up on social cues and follow the crowd. Some of our friends with autism can learn these critical life skills with social stories and role-playing skits, but it is more challenging to teach social interaction to a person with marked deficits in receptive language or to a person who does not seem to make connections with people around him.
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Basically, we need to develop a strategy for helping our friend with autism learn several related skills necessary to follow the crowd: (1) notice other people, (2) pay attention to what people around them are doing, and (3) when appropriate, follow the lead of the crowd by imitating the actions and words of others.
Again, social stories can help our friends with autism who have good receptive language and social awareness learn and rehearse appropriate responses for various situations. But sometimes we must tackle more challenging barriers to social interaction. Among other things, a person may not connect with other people, or he may not be able to formulate and execute a proper response. A person may not care what other people expect, or they may resist changing their routine behavior even if it is contrary to the crowd behavior. We could write an entire book about developing effective strategies to meet these challenges, but, for now, let us look at one example.
Individuals who do not process language well and do not usually grasp abstract concepts may not understand explanations about the advantages of following social cues. In this case, we might focus on teaching the “how” without worrying about explaining the “why.”
For example, n elementary student with autism is non-verbal and does not seem to notice or respond to verbal prompts or visual cues such as photo schedules or transition objects. He literally stands in one spot unless someone takes his hand to follow the group to lunch or to recess. Rewards such as food or books or stickers or swinging or toys do not seem to motivate him to take a step to follow his classmates. For several years the teachers have patiently implemented several different strategies with combinations of a short verbal direction, photo cue cards, and a transition object for him to hold (e.g. a ball for recess or an apple for lunch.) This youngster is finally starting to move forward when an adult walks several feet in front of him with a hand extended back toward him but slightly out of reach. The youngster’s family is using similar strategies at home and in the community. Over time, he will learn to “be a sheep” and follow the lead of other kids in group activities more independently of prompting. Hopefully, this cute little sheep will begin to notice and interact with his classmates and family and others around him.
TIP FOR THE DAY. Careful observation and patient guidance are often required to teach some individuals with autism the rather abstract skill of following the lead of people around them. Although progress may appear slow, a step-by-step strategy pays off in the end.
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 a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. 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
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