Welcome to my "Ask Me Anything" blog post series!
I answer lots of questions on my social media channels, and it makes sense to share this information (anonymously!) in case it is useful for others, too.
"Hello. I have a great group of pupils with additional needs from KS2 who are pre-key stage. I have two students there with autism who “bounce” off each other. Not in an unsafe or aggressive way - more loudness, excessive shouting out/ interrupting and making unrelated comments. They also copy each other, which then escalates the loudness and comments. Do you have any words of wisdom for how this can be handled?
I don't want to stop them from being themselves or regulating (if that's what it is), but it's very difficult for me to even get a word out. I use Widgit visuals, countdowns, incentives and consequences (all visual). Shared the rules of the class - have visuals for this too. We have multiple regulation points not only within the session but also built into the whole day. I was going to try a “Talk teddy” or something along those lines. But I know one of the students will just throw it if they’re given it to speak. Any advice would be appreciated!"
I’ve experienced this before. I know exactly what you mean, and yes, it is incredibly distracting.
I wouldn’t say it’s regulation, but they are certainly getting social enjoyment and stimming from it, I’d say.
Firstly, I wonder if they might be Gestalt language processors? Copying each other's sounds and phrases, they could be - this blog post might be useful.
How to help this;
1 - Provide opportunities for them to interact socially (in a less distracting way) in structured adult modelled sessions. Make it even more fun and engaging than what they are choosing to do, but at appropriate times or in appropriate places, IE, playtime, they place chase or “it”.
2 - Provide social opportunities in the classroom too, but have these appropriate for this environment. Look into Lego therapy, attention autism or turn-taking games.
3 - Try to avoid them sitting too close to each other and try to have them out of visual range of each other during focused work time.
4 - It is okay to show an “I need a break” visual to the main instigator at any time for them to let off steam, play interactive games with their adult, or do some grounding before coming back to class to focus (not a consequence, just a need being met).
5 - Try to keep them occupied. I always found it got worse in less structured times or times they were bored. Think about the times that are worse, and maybe switch things up. Could they be moving and learning rather than sitting and distracting themselves?
My Sensory Circuit could be useful for ideas during the "I need a break" times. It contains three stepped activities.
I hope this helps! If you have any other questions, let me know.
*I am not a doctor or medical professional, so for some questions, you might want to contact your GP, the National Autistic Society, or the NHS.
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