Impact on leisure

Social skills will often affect the leisure choices of people with autism.  We require adequate social skills so we can engage fully in leisure activities. Some examples of this include:

• Ability to buy a ticket at the cinema, swimming pool, museum etc.
• Using public transport e.g. purchasing a ticket, checking the route of the bus/train, asking for help if the bus is late or you are lost
• Using the telephone to book tickets for a concert, book a table at a restaurant, order a takeaway or book a taxi
• Making introductions/initiating conversation with new people at a youth club, sports club etc.
• Using complex social skills to engage in conversations with others at social events
• Working with others as part of a sports team
• Asking for help when engaging in a new activity

Recommendations for Social Skills in Leisure Activities

1. If the child/young person uses a visual communication system, ensure they take this with them to all activities so others can communicate with them. The parent or caregiver may need to show the club leader or team coach how to use the communication system.
2. If the child/young person is anxious about social interaction, choose activities which are not dependent on verbal interaction, but still offer the opportunity for social contact e.g. running club, swimming, going to the gym, computer club.
3. Basic social scripts may be useful for some young people with autism as they can provide written phrases for what to say in common social scenarios. Examples may include:
   • Ordering a snack in a café: “Can I have a ham sandwich and a bottle of water please?” “How much is that?” “When will it be ready?”
   • Buying a bus ticket: “Can I please have a return ticket to Bangor?” “How much is that?”
   • Paying into the cinema: “Can I get a ticket for Iron Man please?” “How much is that?”  “What screen is the film in?” “What time does the film start?”

   These simple phrases can be written on a small card which is easily portable in a pocket.  The young person can read through them just before going into the café or cinema etc, or if they forget what to ask, they can bring out the card to check.  This strategy is effective for individuals who have good literacy and verbal skills but may become anxious in social situations.

4. Social interaction is more likely to thrive when the young person with autism is engaged in a favourite activity. When they are participating in something which they enjoy, they are more relaxed and this can then lead to more spontaneous and natural interaction.  They should be encouraged to share favourite activities with a sibling, cousin or friend as they are more likely to interact about toys, games etc which interest and motivate them.  Over time, they can then be encouraged to participate in the favourite activity of this sibling, cousin or friend, which will introduce them to new hobbies and interests.
5. Social interaction is also more likely to thrive when the activity is well structured. Why? Visual structure reduces anxiety and when a child or young person is more relaxed, they are more likely to interact with others.
   • Object instructions for scooter
   • Object instructions for skittles
6. Using a choice board will enable the child or young person to choose for themselves what activity they would like to take part in.
7. Engage the child or young person in games and activities which involve turn taking as this is a foundation social skill and can then lead to interaction and improve skills in reciprocal conversations at a later stage. Initially the turn taking game should only involve two people, but it can gradually be extended to involve more.  A visual turn taking cue card can be used to prompt the child/young person in taking turns.
8. Provide opportunities for shared enjoyment with others. This can simply involve watching an enjoyable activity with others without the pressure to interact verbally.  Social skills can then develop spontaneously from this in the natural context of shared activities.

Gina Davies video clip (Attention Autism): PLEASE DO NOT SHARE THIS VIDEO

 

      9. Allow time for solitude. Social interactions are demanding and exhausting for many people with autism so ensure they have quiet, ‘alone’ times to recover from social demands and to relax.  This will be particularly important immediately after engagement in social activities.