COMMUNICATION
The only way that Jenna will become a supportive friend
for Jacob is by joining in with help from Dad.
He visited every play center and played briefly with
his classmates. But Jacob hardly spoke with them
unless his teacher, Miss Kristina helped out. As our
team went over goal after goal that Jacob needed
help with, I thought about Miss Kristina.
The kids idolized Miss Kristina and they followed
her compassionate lead. The outgoing kids help out
their quieter classmates by directing their play in
the house center and joining kids who were playing
alone at other centers.
Thinking about these kids gave me an idea, which I
bubbled to share with our team.
As the roars of cheers turned into fits of laughter, I began a Follow the Leader game around four classroom
centers. I chose one lucky child to be my partner at
each center. The other kids circled us and watched
our demos, vibrating in hopes they’d be chosen next.
I played the role of a helpful or a supportive friend.
My partner was coached through role of a quieter
friend. Together, we made play dough creations, we
told a story with the pirate toys…
The kids giggled as they recognized us playing
and chatting just like they do at each center. They
watched how to invite their quieter friends and how
to get invited.
“I want to lead a circle time with the whole class. The
outgoing kids can help with an idea that I’ll demo.
After circle time, I’ll practice the idea with Jacob and
these kids.”
I even coached Jacob into being my partner at the
house center. H e was such a trooper, performing for
his whole class and proud parents!
Miss Kristina eagerly agreed. We chose the same
date that Jacob’s mom, Susan was volunteering in
class. (A bonus to have Susan learn the idea too.) To
our surprise, Michael announced he’d take time off
work to videotape circle time.
What if the team listened and learned
from each other?
What if classmates were shown how to
help?
I rushed over to chat with Michael before he headed
out. The worry in his eyes was replaced by a look of
gratitude. Michael’s thoughts exploded. “I can’t wait
to include Jenna in our Daddy-twins time. Jenna can
learn to be a better friend who lets Jacob talk.”
Circle time was beginning on a caffeine-induced high.
Including Jenna in the special moments that Michael
and Jacob shared?
Miss Kristina and I became the characters of our puppets. We acted as quieter kids letting friends know
they want to play. We acted as outgoing kids including quieter kids in their play.
Hmmm… Michael had a point. The only way that
Jenna will become a supportive friend for Jacob is by
joining in with help from Dad.
As the kids clapped, my puppet’s character gave
them a quick pep talk.
“You’re all wonderful play partners!
Your quieter friends want to join in your play and talk
with you.
They need your help.
Let’s cheer for being helpful friends!”
26 | Autism Parenting Magazine | Issue 44
Back at the snack center, Jacob sat beside his buddy, Eric. The boys showed off their snacks, chatted
and shared hilarious sound effects; I didn’t join in. By
watching the kids, I knew they were fine communicating on their own.
After snack, it was time to head outdoors.
Jacob made tracks in the dirt with a long stick. I
headed over to coach a group of girls playing “ice
cream stand” on being supportive friends for Jacob.