Quill, Snyder-McLean
Research has shown that children are able to learn language within the context of routines with their caregivers. Additionally, children’s verbal performances are greatly enhanced by the use of daily routines. This information can be useful to parents who are attempting to facilitate language in their non-verbal child with autism.
An interaction routine, or activity routine, is an interaction pattern that follows a logical sequence and predictable set of communicative responses. The interaction routine involves a conversational script of what to do and what to say within the context of a meaningful situation. The activity routine is predictable and is limited in the amount and types of responses that are socially appropriate in a given situation. Once the child is capable of understanding language and communicates meaning through interaction routines, expansion and flexibility are introduced into the activity. The design and implementation for promoting social-communicative interactions can be broken down to include:
- Motivating, naturally occurring activities
- Clearly defined communication goals
- Predictable sequence of actions or steps
- Organized script
- Shared roles
- Planned repetition
- Plans for expansion or flexibility
Quill, K.A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.
