Learning to do group work can help develop and reinforce important skills such as breaking complex tasks into simpler steps, time management and refining understanding through discussions. These are all important in problem solving, a crucial skill in life.
However, a characteristic of ASD is a deficit in social communication. As such, some individuals with ASD may lack the social skills necessary to work in a group, resulting in it being a challenge to do so (Chamberlain et al., 2007). This article will discuss the ways in which individuals with autism can be taught to work in groups, and how group work can be made to be more accessible for them.
Firstly, it is important to note that preparatory work reduces unpredictability and provides a sense of direction. Individuals with ASD may feel overwhelmed when tasked to do group work, as there is no obvious structure. Thus, helping them during the grouping and preparatory stage of group work would help to create a structure that they would feel more comfortable with.
Group selection and/or allocation
An important part of group work is group selection or allocation. Group allocation might be a better choice than group selection, as individuals with autism may find it difficult to navigate the multifaceted nature of social interaction required to select partners or group members, which requires a high level of communication and social skills that neurodiverse individuals may struggle with (Scott, 2019).
Group role allocation
One thing that can be done to teach individuals with ASD to work in groups is to assist and guide the individual during group role allocation and explaining their role in the group can help them to understand their part in the group. They can be taught how to identify key roles and how to discuss with group members to assign each other to specific roles (Scott, 2019). This is a skill that can be taught using explicit instructions and is transferable to future group-work scenarios. When they are aware of their role and expectations of them, they are able to interact effectively. Research has found that social acceptance occurs more frequently when individuals with ASD are explicitly told what the social norms are and then exhibit these socially-appropriate behaviours.
Identifying key strengths
Secondly, they can also be taught how to identify their key strengths so they can use them effectively within different group settings. Being able to do this will help the individual have more clarity on how they can contribute effectively to the group. They will learn how to do so in the future when they need to work in groups again.
Structured protocols
It is also important to remind them that there is no one way that group work is structured, but they can structure the project in a way that makes it less stressful for them. Structured protocols that guide communication attempts (through explicit tasks) implemented during cooperative academic group work have been shown to increase overall interaction attempts and reciprocal interactions (Scott, 2019). These structured protocols can be implemented to teach individuals with ASD how to function within a group setting and work with other group members to exchange ideas and have discussions. Structured groups help individuals with ASD understand how they are expected to work together and communicate as a team.
Explicit instructions regarding group norms
Explicit instruction to group work norms and expectations should also be personalised for individuals with autism (Scott, 2019) so that they learn how to develop social skills like cooperative group work in all environments.
Accommodations in group work
To provide an inclusive environment with accommodations for individuals with ASD, there are several things that can be done. A varied method of communication, collaboration and presentation can be provided. For example, meetings before the group work begins to brief and prepare for upcoming group work, meetings via messaging, online collaboration spaces, and allowing group video presentations rather than oral presentations, which individuals with ASD might find more challenging. Alternatives should also be provided for individuals who may not be able to demonstrate their knowledge effectively in a group setting.
In conclusion, group work helps to develop social and problem-solving skills, and while individuals with ASD require assistance to integrate and function within their social roles in groups, if the appropriate assistance is provided, they are able to contribute to the group, boosting their confidence and improving a variety of skills.
Written by: Yock Kim
References
Image: https://www.brainbalancecenters.com/blog/key-advice-for-helping-students-with-adhd-work-in-groups
Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of autism and developmental disorders, 37(2), 230–242. https://doi.org/10.1007/s10803-006-0164-4
Scott, K. (2019) Teaching the hidden curriculum of group work for students with autism spectrum disorder. Open Education Studies, 1(1), 122–137. https://doi.org/10.1515/edu-2019-0008
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