Which practice most effectively supports social interaction for students with autism?

Which practice most effectively supports social interaction for students with autism?

• A. Social stories that model the skill to practice after hearing
• B. Isolating the student from peers
• C. Only using large-print textbooks
• D. Avoiding prompts

Answer: (A)

Focusing on explicit modeling and guided practice for social interactions helps students with autism learn what to do in real peer situations. Social stories present a clear, concrete scenario and walk through the exact steps someone should take, using simple language and often visuals. Hearing or reading the story gives the student a reliable script to imitate, which reduces uncertainty and anxiety about how to respond. Because these stories can be tailored to the individual’s typical settings—like lunch, recess, or group activities—they become practical tools that the student can rehearse and then apply when interacting with peers. Prompting during practice can support success and be faded over time as the student gains independence, but the essential idea is that the story provides a modeled behavior to practice after hearing. Isolating the student from peers removes opportunities to apply what’s learned; large-print textbooks don’t address social skills; and avoiding prompts can leave the student without needed guidance during early learning.

Focusing on explicit modeling and guided practice for social interactions helps students with autism learn what to do in real peer situations. Social stories present a clear, concrete scenario and walk through the exact steps someone should take, using simple language and often visuals. Hearing or reading the story gives the student a reliable script to imitate, which reduces uncertainty and anxiety about how to respond. Because these stories can be tailored to the individual’s typical settings—like lunch, recess, or group activities—they become practical tools that the student can rehearse and then apply when interacting with peers. Prompting during practice can support success and be faded over time as the student gains independence, but the essential idea is that the story provides a modeled behavior to practice after hearing. Isolating the student from peers removes opportunities to apply what’s learned; large-print textbooks don’t address social skills; and avoiding prompts can leave the student without needed guidance during early learning.