At times, it can be challenging for peers and siblings to understand individuals with Autism Spectrum Disorders. Feelings experienced include frustration, anger, loneliness, sadness, disappointment, judgement, etc.

Below are some discussion points to help peers and siblings learn more about children on the spectrum, and to understand their characteristics:

1. Set the scene – Ensure that the child knows that it is a safe and open discussion, and that they can express their thoughts and feelings freely and honestly. Take turns and prompt the child to ask as many questions as they like

2. Explore the child’s thoughts and feelings about their peer or sibling with Autism. Use concept maps, sorting tables, pictures, etc

3. Discuss and explore what the child with Autism might need help with. Discuss what makes them different and normalise “difference” as a common characteristic among children. For example, some children wear hearing aids, some children need help with maths, some children wear glasses, etc. Ask the child to identify any other “differences” they have noticed in both themselves and others

4. Ask the child what they think this “difference” might be called. You can choose to give it a label (Autism), or simply describe it using phrases such as, “a brain that learns differently”

5. Invite the child to ask as many questions as they like about Autism, or present points for discussion yourself, e.g., what does Autism mean? What does Autism NOT mean, who else do you know that has Autism?

6. Discuss how having Autism might be difficult for the child

7. Discuss ways that the child can support their peer or sibling with Autism

Playing with transport toys such as trains, cars and trucks can be a fun and engaging way to help support your child’s language development. Use the following cheat sheet to help work on these communication skills whilst you and your child are playing with transport!

Describing/labelling

Colour: red, blue, yellow, green etc.

Size: big, little, small

Shape: circle, round, square

Sound: whistling, noisy and loud

Speed: fast, slow, quick

Expanding vocabulary

Nouns: sounds (horn), parts of transport (wheels), places they go (road), traffic signs (stop signs)

Functions: what are different parts used for? (horn, wipers, wings)

Concepts: under, around, next to, behind, in front, between

Receptive language

Following directions: give directions using prepositions (e.g. under, around, next to, behind, in front, between, on, off)

Action words

• Go
• Push
• Stop
• Drive
• Pull
• Park
• Open
• Close
• Steer
• Move
• Start
• Fly
• Brake
• Turn
• Open/close

Play and social skills

• Encourage joint attention and pretend play
• Make eye contact and sharing
• Construct together and make stories
• Practise giving and following directions
• Learn road rules

Written by Sarah Pritchard, Speech Pathologist at De Silva Kids Clinic

Children struggle with problem solving and self-regulation at all ages and Michelle Garcia Winner has created a wonderful creative resource for children to learn to become better social detectives, social thinkers and problem solvers. Michelle has created many different characters within her Social Thinking framework and two that I most commonly used within my work with children who are struggling within social settings- children with and without diagnoses.

Super-Flex is one of the names of a superhero character who teaches kids they have a superhero inside their own brains (who looks just like they do) helping them learn about their own and others’ thoughts and behaviours, strengthening their flexible thinking, and giving them strategies to self-regulate in challenging times. We can encourage children to call on their Super-Flex and thinkable powers anytime, anyplace, to help coach them along the expected social route and avoid unexpected behaviour.

Super-Flex can give children the opportunity to have fun while learning to self-regulate and become flexible thinkers. They can learn and practice Super-Flex thinking and strategies during adult driven activities at home that can then be generalised to all social settings such as school and the wider community.

Social thinking characters can be useful to keep in a child’s room or on the fridge as a reminder of who they can be when they are finding themselves in a problem-solving situation. It helps to talk through what she/he looks like and what he/say may say if they find themselves in a difficult situation.

Michelle Garcia Winner has some wonderful resources available for parents and therapists on her website- https://www.socialthinking.com/  There are books and posters for parents, schools and therapists to use with children which can be super helpful reminders.

Written by Psychologist Dominique Dolcetta for De Silva Kids Clinic.