Communication Strategies

Joint action routines are used to teach two or more students to participate in activities with a set theme or purpose. They typically occur during classroom and social routines that are familiar to the child. They are also done in conjunction with recurring events including leisure, play time, snack time, and mealtime. Themes are used in order to make the activity more meaningful and recognizable to the child. It is recommended that activities have a logical and predictable sequence with a structure for turn-taking.

There are generally three types of joint action routines including the following:

• Routines that include an outcome or end product such as setting the table

• Routines that are developed around a story line such as shopping at a department store

• Routines that involve turn-taking such as playing a board game

Joint action routines may require alteration of the environment in order to increase the child’s ability to respond socially and communicatively. These activities have been found to enhance language and desired social responses. Overall, they provide contexts for enhancing meaningful communication.

Click here for more information on Joint Action Routines.

 

Layton, & Watson. (1995). Enhancing communication in nonverbal children with autism. In Teaching Children with Autism (pp. 73-103).

 

Snyder-McLean, L., Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint action routines: A strategy for facilitating communication and language development in the classroom. Seminars in speech and language, 5, 213-228.