• What is "Pragmatics"
• Stages of Social Readiness
• Teaching Pragmatic Social Skills - 9 Tips
• What Needs to be in Place for Successful Social Interactions
• Teaching Natural Social Skills
• List of Social Skills Books
• Dos and Don'ts of Social Skills

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What is Pragmatics?

The word "Pragmatics" refers to "social speech" but in the field of disabilities it has taken on a wider meaning --encompassing all skills that involve social interaction. In order to have meaningful interactions with people, one must have a desire to interact, recognize people as separate beings from one's self, have the capacity for joint attention, physical perspective taking, mental perspective taking, tolerance for differences on the most basic level, understanding of giving and receiving nonverbal cues, and the ability to rapidly interpret and integrate all of this information.

All living creatures both emit and interpret signals. On a basic level, this is how we interact with each other and survive. When two people communicate, they generally use both verbal and nonverbal language to give and receive signals (pragmatic language). Interpreting and understanding these signals and using inference enable us to predict what the other person is feeling or trying to say (Theory of Mind). By understanding this information, conversations happen, relationships build, and social relationships can flourish (social interaction).

FIRST: Sensory Exploration Play:
Playing with objects based upon their sensory qualities

1. Have peer play centered around sensory exploration games such as rough and tumble, shaving cream, play-doh, etc.
2. Use adult games such as peek-a-boo, I'm gonna get you, etc…
3. Symbolic play themes should not be a large part of play at this point.

SECOND: Parallel Play:
Playing side by side another child

1. Have kids play with same toy or with same theme
2. Have there be some interaction between two toys/themes - for example, building a bridge to connect two block buildings.
3. Even if the kids are playing with different toys, have the material be shared or have another child be the "keeper of materials" so the child with autism has to ask his/her peer for the materials.

THIRD: Interactive Play:
Playing with another child

1. Have one material that both children can work on: for example, one picture and two markers, one marble ramp and one marble (for competition), a wagon where the children can take turns pulling and being pulled, seesaw, game of catch, trains on a track with only a few trains and each child can be the conductor, parachute, etc.

Teaching Pragmatic Social Skills - 9 Tips

1. Have the students do a cooperative activity such as moving a heavy table (each student takes one end - if one lets go the other student will realize his/her behavior effects others), carrying the milk carton, or playing cooperative games such as: pig pile, group dance, red rover-red rover, dodge ball, tag, Simon says, Simon says with action verbs (run, jump, fall, etc.), musical chairs, jump rope, ring toss, relay races, wagons, teeter-totter, or have kids push each other on the swings or merry-go-round.
   
   
2. Build a marble ramp and only give the kids one marble - this encourages sharing, compromise, and negotiation skills
   
   
3. Play imitation games such as, "Let everyone clap hands like Sam - clap, clap. Let everyone tap toes like John - tap, tap…" Go around the room and one-by-one have each student pick an action and the group imitates the action.
   
   
4. Have one student be in charge of the schedule board - this student can let his/her peers know when the activities are finished and what comes next.
   
   
5. Passing objects - intentionally set up activities that require one student to pass out or pass around objects (such as pencils, paper, notebooks, snack, etc.) Students can practice saying hello to their friends and using their names, "Hi Jim, here's your milk."
   
   
6. Have students share a space like a table, computer, easel, or beanbag chair. If one child is hogging the chair, have the other child practice saying, "Get up, please!" If the one student wants a turn, this is a good opportunity to practice sharing language such as, "In 5 minutes then will it be my turn?" or "May I have a turn, please?"
   
   
7. When the student asks an adult a question, redirect the question to the group or have the student ask one particular peer.
   
   
8. Play high interest games such as: Don't break the ice, bowling, ring toss, basketball, ker plunk, hungry hungry hippo, Mr. Mouth, connect four, or take turns rolling a car down the slide.
   
   
9. Narrate - tell the child what to say, but have the child say it him/herself. For example, if the child interrupts other children while playing, take the student, go over to the play area and whisper in the child's ear, "Can I play?" (Requesting the student say this message out loud).

Interest in Other Children:

1. What type of kids does the child with autism show interest in? Older children? Peers? Younger Children?
2. Have you picked peers that the child is comfortable with?
3. Are the peers old enough to understand the child's disability?
4. Have the peers been educated about the child's disability? Is the education on-going? Do the peers understand the disability and do they have a place to ask questions when they arise?
5. Are they mature enough to give up a turn for the sake of the child with autism?

Interest in Activities:

1. Is the activity something the child with autism is interested in?
2. Always try to pick activities that the child with autism is extremely motivated by and interested in, not what the adult may be interested in.
3. Pick activities the child is good at - something they have mastered, not a skill they are learning.
4. Try to pick activities that are short in duration and don't involve lengthy directions.

Parallel Play Skills:

1. Does the child have parallel play skills, or does the child prefer to play in a corner by him/herself?
2. Parallel play must come before interactive play
3. Lay out activities that would be interesting to many children at many levels (e.g., Lego's, blocks, etc.)

Turn Taking:

1. Does the child have turn taking skills?
2. Can the child wait for more then one second before leaving the game?
3. Does the child understand why other kids need a turn?
4. Does the child take interest when other kids are having their turn?
5. Can the peers understand that the child with autism may need more then one turn in a row initially? Does the peer become upset?

Language:

1. Does the child have a way to communicate?
2. If the method is not language, do the other children understand? (i.e.: sign language, picture exchange)
3. How much language does the child have? Enough to get by? Enough to communicate? Enough to communicate when he/she is frustrated or mad?

Sensory Environment:

1. Does the child have any sensory sensitivities? If so, what are they?
2. Is the environment sensory friendly?
3. Does the child have a way to say, "I need a break?" (in order to prevent outbursts)
4. Are there modifications that can be made?

Understanding of Activity or Rules of the Game:

1. Does the child understand how to play the game in the true way (not the child's made up way)?
2. Are the rules too complicated? Do they make sense?