Special Education Services
Plano Independent School District

Teaching a Child to Enjoy Social Encounters

Some children do not like social encounters and will actively avoid them. This will serve to delay communication because communication requires interaction with others. Therefore, an early part of their communication program should include teaching them how to take pleasure from social engagement with others (Schweigert, 1989). The following techniques can be used to accomplish this.

The adult can try to attract the interest of the child by initially attempting to enter the child’s world. The adult starts by merely being in the physical proximity of the child, and, over time, begins to move closer to the child. If this is successful, the adult can then begin to imitate the child. If the child starts to watch the adult, indicating an interest in what is happening, the adult can increase the intensity of movements and sound, and/or begin to engage the child more directly. For example, if the child enjoys touching a particular object, the adult may start by touching a similar object in the same way, and then go on to touching the child’s object. This could lead to a game in which the adult playfully takes the child's object, briefly does something with it, (e.g. puts it on the adult’s own head), and then gives it back to the child. When the child is comfortable with this routine, communication instruction may be initiated with the adult waiting for the child to reach for the object before giving it back (Mirenda & Schuler, 1988).

When reinforcing the child, always pair a non-social reward (e.g. toys or food) with adult attention. The child can then begin to associate attention with the pleasure derived from the non-social reinforcement. Eventually, the attention should come to be regarded as desirable in and of itself. The Early Communication Process developed by Schweigert and Rowland (1992) includes teaching a developmentally young child to enjoy social attention.

Visually cued instruction is another structured program that is excellent for children with little awareness of social skills. It can be used with children who do not yet exhibit intentional communication or the understanding of symbols.

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Permission granted 4-28-03

 

 

 

Plano Independent School District
Department of Special Education Services
2700 W. 15th Street
Plano, Texas 75075-7543
469-752-8240