Author: Kimberly “Kimi” Ramos, Assistant Executive Director
The coronavirus (COVID-19) has disrupted every aspect of our lives. The day-to-day routines we once knew were thrown out the window and many of us struggle to adjust to this new “normal.” It has created uncertainty and change- both of which children with autism spectrum disorder (ASD) have difficulty coping with. To reduce anxiety and fear of the unknown, it is important to help your child understand what is happening in the world. Here are some tips that will help you talk with your child about COVID-19.
Use descriptive and concrete language.
Children with ASD have difficulty with abstract language. In particular, they have difficulty verbalizing and understanding emotions and feelings. Consequently, it is important to discuss concepts in terms of visible behaviors and events. When talking to your child about the virus, avoid figurative phrases such as “It will make you feel under the weather,” “Be careful not to catch the bug,” “worried sick,” etc. Instead, use clear and direct language that is easy to understand like “The virus is made by germs. When germs get into your body, they make you sick. We can do things like washing our hands to get rid of germs and stay healthy.”
Use social narratives.
Children with ASD have difficulty with narrative comprehension, which impacts their ability to understand happenings of their social world. Social narratives help children with ASD learn more about a specific social situation. They can incorporate visuals and be in the form of a brief written paragraph or even cartoon strip. Particularly, social narratives reduce problem behaviors by discussing appropriate behaviors. To help children better understand the impact of COVID-19, social narratives can be used to teach children about healthy habits and changes to the routine. Read a social narrative with your child and give your child a chance to ask any questions or express their thoughts and feelings. Revisit a narrative again at a later time to reinforce concepts. Narrative topics may include but are not limited to:
Hand washing
Staying 6 feet away from others
Wearing a face covering when outside
Using the computer for distance learning
Playing or other activities to do at home
Social narratives:
Social narrative about COVID-19: https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/covid-resources/Support%20Understanding-Coronavirus.pdf
Coronavirus Social Story: https://www.flipsnack.com/KeshetChicago/coronavirus-social-story/full-view.html?fbclid=IwAR3YkmmuOpGYKs_xqIAFlY6uqAUrskoDpVZqT7imLhfsYWVLlYS0AxkqlPU
Social narrative about quarantine: https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/covid-resources/Support%20Understanding-COVID-19.pdf
Social narrative about social distancing: https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/covid-resources/Support%20Understanding-Giving%20People%20Space.pdf
Social narrative about schools closing: https://www.lexrich5.org/site/handlers/filedownload.ashx?moduleinstanceid=35958&dataid=92523&FileName=scan_aelias_2020-03-16-10-12-26.pdf
Use visual supports.
Children with ASD have trouble with communication. In particular, they may be unable to understand spoken messages. Therefore, visual supports in combination with direct, clear language and social narratives help increase understanding. Visual supports allow children to “see” language, which reduces feelings of uncertainty and enhances learning of new skills/concepts. Visual supports include but are not limited to objects, pictures, videos, and schedules. Use visual supports to help your child understand the complex aspects of COVID-19.
Visual supports:
Video about COVID-19: https://www.youtube.com/watch?v=yS1t7P_vN50
Home schedule for school closures: https://www.teacherspayteachers.com/Product/FREE-Home-Schedule-for-School-Closures-5333595?fbclid=IwAR1ZGx366LYzlKevAuCSsxEX6MBRGlrTAiYmh-qFzzBkY8MDcdEH4wBDEIc
Distance learning home schedule: https://www.teacherspayteachers.com/Product/SPECIAL-EDUCATION-Distance-Learning-Weekly-Home-Schedule-TaDah-5353212
Task analysis for washing hands: https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/covid-resources/Support%20Understanding-Handwashing%20%28Clipart%29.pdf
“Wash Your Hands” song by the Kiboomers: https://www.youtube.com/watch?v=LaePayB_pC4
Create your own visual supports: https://smartysymbols.com/free-30-days-access-for-teachers-therapists-and-families/
Sources
Chojnicka, Izabela, & Wawer, Aleksander. (2020). Social language in autism spectrum disorder: A computational analysis of sentiment and linguistic abstraction. PloS One, 15(3), E0229985.
Davis, Megan, Dautenhahn, Kerstin, Nehaniv, Chrystopher L, & Powell, Stuart D. (2007). The narrative construction of our (social) world: Steps towards an interactive learning environment for children with autism. Universal Access in the Information Society, 6(2), 145-157.
Hume, K., Waters, V., Sam, A., Steinbrenner, J., Perkins, Y., Dees, B., Tomaszewski, B., Rentschler, L., Szendrey, S., McIntyre, N., White, M., Nowell, S., & Odom, S. (2020). Supporting individuals with autism through uncertain times. Chapel Hill, NC: School of Education and Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Retrieved from: https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times
Kolpakova, L. (2016). Visual Support in Children with Autism Spectrum Development as a Tool for Changing Problem Behavior. Psihologičeskaâ Nauka I Obrazovanie, 21(3), 77-84.