Introduce all material needed in the beginning of each activity (note book, pencil, Worksheet 2. 4.1- Components of social communication, and videos), the aim of each activity and the relevant concepts to retain for the following activities (communication and social communication).

Introduce the concept of communication –basics and importance – by watching a short video (6:11m), and reading the text out load. The concept of social communication, and its specific features is presented after the concept of communication is fully understood by the participants. Participants should complement this learning outcome with the contents of the Worksheet 2. 4.1- Components of social communication (ASHA, 2012). Pass out the Worksheet 2. 4.1. to all participants in the beginning of the activity. After reading texts, they will watch a short video where communication differences and challenges experienced by people with ASD are presented. In the end, the final Activity: Think & Reflect 4.1.6. Social communication will enable participants to summarize, think, answer, and discuss in group three general questions.  Be sure that all participants have a chance to share their thoughts, their notes while watching the videos, and ideas about this topic and the meaning of this concept in what concerns people with ASD. Participants can read more at:  https://www.asha.org/practice-portal/clinical-topics/autism/#collapse_6.

Note: Present slides number 11 and 15 (these slides have an automatic link to the video) while you are introducing the activity and showing the video. Don’t forget to remind these instructions for the activity’s that have video included:

Show the video. To add subtitles with translation: 

1. In the player, select Settings.
2. Select Subtitles/CC – Add subtitles.
3. Select Automatic translation –  choose your language.

The Activity: Think & Reflect 4.1.6. Social communication will enable participants to summarize, think, answer, and discuss in group three general questions. 

Introduce the material: Pass out the Worksheet for the Activity: Think & Reflect 4.1.6. Social communication

Form small groups of participants. Let participants form the groups, which can also help participants get to know each other better, but feel free to find other way; keep your options fluid and flexible.

Participants should read loud the questions of the activity, check notes taken while watching the the video (communication differences and challenges experienced by people with ASD), discuss aloud and write their answers, ideas.

1. Explain some of the communication differences and challenges experienced by people with ASD watched in the previous video.
2. What do you feel about it? 
3. Have you ever thought about these communication difficulties?

Remember, there are no wrong answers. Try to give examples experienced by people watched in the video, or other examples if you have experienced or know people with ASD. Share the most of your thoughts and questions with other participants.

After watching the video in the main meeting room,  send groups to break-out rooms in order for you to move from room to another room easily. Provide feed-back always. Share the all materials usingthe chat function when needed and possible.

BREAK TIME

10:15 – 10:45

Note: Present slides number 18 to 23

Introduce the concepts of interaction and social skills, and its implication in the life of a person with ASD by reading the following text out load. In the end ask for comments, doubts, or questions.

Introduce the concept of Social skills (slide number 18).

Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and our personal appearance (Greene & Burleson, 2003). 

Human beings are sociable, and we have developed many ways to communicate our messages, thoughts and feelings with others.

After reading slide number 18, ask participants to prepare for the next activity: Activity – Watch & Reflect 4.2 Interaction and social skills. They will watch a video entitled   Autism Social Interaction (15:26m) and should take notes of the behaviors that captured their attention.  Those notes, thoughts will be summarized and discussed in the final activity of this content (Interaction and Social Skills). All notes will contribute to a more enriched discussion of these concepts.

After contents 4.1. Social communication skills and 4.2. Interaction and social skills are presented, this slide number 20 presents the Activity- Watch & Reflect 4.1 – 4.2 in order to summarize the need to still consider teaching/training social language. There is a range of intervention options available for the social-communicative impairment in the ASD’s and how to apply them in a customized, individualized manner. This includes various forms of Applied Behavior Analysis, Social-Pragmatic approaches, Visual Strategies (TEACCH, PECS, Social stories, etc.). A strategy used and much reported is the Visual Strategies. 

Slide number 20 will allow participants to hear about the need and use of these strategies, experienced by individual with ASD.

Note: Present slides number 19, 20 and 21 (these slides have an automatic link to the video) while you are introducing the activity and showing the video. Don’t forget to remind these instructions for the activity’s that have video included:

Show the video. To add subtitles with translation: 

In the player, select Settings.Select Subtitles/CC – Add subtitles.Select Automatic translation –  choose your language.

Slide number 21 wraps up these strategies with a short video about  Communication tips (3:26m) and additional reading: Communication tips- Read worksheet 3 (Give all participants the Worksheet 3 4.1-4.2.).

After watching the video, slide number 22 will give the participants the opportunity to do the  Activity: Think & Reflect 4.1.- 4.2. where Four Steps of Communication are presented. This activity will bring the participants into the reality (role-model /role-play) of experiences when dealing with people with ASD.  This opportunity of playing a role can be done in pairs /small groups of participants (3/4). Let the participants choose and organize the groups, also according to their experience, background, etc. 

Step 1: Think about the person with whom you may communicate.

Ask yourself: What do I know about him/her (based on prior experiences or consideration of the current context)? 

Step 2: Establish physical presence.

How can you establish physical features? 

Step 3: Think with your eyes.

How can you help the person on this skill?

Step 4: Finally, use language to relate to others.

How can you help people with ASD to connect with others in the group by using language? For example: in a workplace?  With friends? Co-workers? Think on some examples.

After all contents and proposed activities were presented, answered and summarized (notes, thinking aloud, pair /small group role-play) a final activity is presented in the end of contents 4.1. and 4.2- Activity:  Final Discussion 4.1.- 4.2(slide number 23).

Since these activities are dense and intense, participants can discuss in group and share their thoughts together and wrap up the final of these contents. Let participants decide if all want to answer, write the answers, or have a different form of participation in the Final Discussion 4-1-4.2.

a. What did I know before about social communication and social interaction?

b. Why teach people with ASD social skills?

c. Why teach people with ASD social communication? 

d.    How can I use these strategies in my work place with people with ASD?

e.    Do you find the contents useful for your practice? Explain why.

This final activity should be relaxing for all participants and bring up motivation to learn more about the enhance of social communication and social competencies in people with ASD.