How to Use Modelling for Autism Spectrum Disorders

Modelling is a practical and evidence-based method to support people with Autism Spectrum Disorders (ASD) in learning new skills, improving communication, and understanding social situations. It involves showing or demonstrating a behaviour, skill, or task so the person can watch and copy it.

People with ASD often find abstract explanations difficult. They may respond better when something is shown to them in a clear and consistent way. Visual learning is a strong method for many autistic individuals, and modelling taps into this strength.

Modelling can take different forms, including live demonstrations, role play, and video modelling. The choice of method depends on the person’s needs, preferences, and learning style.

Principles of Modelling in ASD Support

Using modelling effectively requires planning and consistency. The process is more than simply showing someone how to do something. It requires understanding the steps involved in the skill, the environment in which it will be used, and how best to support the learner.

Some of the key principles include:

• Clarity – Make your actions clear and slow.
• Repetition – Repeat the demonstration several times so the learner can process each part.
• Positive reinforcement – Give encouragement after attempts, even if the skill is not yet perfect.
• Breaking tasks into smaller steps – Use a step-by-step approach rather than teaching everything at once.
• Consistency – Model the same behaviour in the same way every time.

Why Modelling Works for People with Autism

Many autistic individuals learn visually. They may find written or verbal instructions harder to follow. Watching a demonstration provides a clear example of what to do, which can reduce confusion and anxiety.

Modelling also reduces the need for language-heavy instructions. This makes it more accessible for those who have delays or differences in speech and language development.

Seeing a skill in action helps with memory retention. The person can connect what they see with the action they later try to perform.

Types of Modelling

There are several ways modelling can be applied. The choice depends on the situation and the learner’s needs.

Live Modelling
This is when you show the behaviour or skill in front of the person. It might be making a cup of tea, queuing at a counter, or washing hands. Live modelling works well for simple, everyday skills.

Role Play
Role play allows you to act out social situations. This can help with practising greetings, turn-taking, asking for help, or managing conflict. Role play is useful for understanding the unwritten rules of social interaction.

Video Modelling
This uses pre-recorded videos showing the skill or behaviour. The person can watch the video multiple times at their own pace. This is useful for complex tasks or when a live demonstration is not possible.

Peer Modelling
Using a peer or someone close in age as the model can be effective. Many people with ASD respond well when they see someone similar to themselves demonstrating a skill.

Preparing to Use Modelling

Preparation is important to make sure the modelling session is effective.

You should:

• Choose the skill or behaviour you want to teach.
• Break it down into small, clear steps.
• Decide the best type of modelling for the situation.
• Prepare any materials or equipment needed.
• Make sure the environment is calm and free from distractions.

Think about the person’s sensory needs. For example, avoid loud background noise or bright, flickering lights that could make it harder for them to focus.

Breaking Skills into Steps

Many people with ASD find large, complex tasks overwhelming. Breaking a skill into small stages makes it easier for them to learn.

For example, if teaching handwashing, the steps might be:

1. Turn on the tap.
2. Wet hands with water.
3. Apply soap to hands.
4. Rub hands together for 20 seconds.
5. Rinse the soap off under running water.
6. Turn off the tap.
7. Dry hands with a towel.

You can model each step before asking the person to copy it. If one step is difficult, focus on that step until they get it right.

Using Positive Reinforcement with Modelling

Praise and encouragement help build confidence. For some learners, a visual reward like a sticker chart may be motivating. For others, verbal praise or access to a favourite activity works best.

When giving praise, be specific. For example, say “You turned on the tap just like I showed you. Well done” instead of just saying “Good job”. This links the praise to the behaviour.

Supporting Social Skills Through Modelling

Social situations can be confusing for people with ASD. They may find it hard to know what is expected. Modelling can help by showing exactly what to say or do.

Examples include:

• Greeting someone politely.
• Asking to join in a game.
• Waiting for a turn in conversation.
• Saying “excuse me” before interrupting.

Using role play or video modelling for these skills allows the learner to watch the correct behaviour and then practise it in a safe setting before using it in real life.

Modelling for Communication Skills

For people with ASD who use speech, modelling clear and direct language is helpful. This might involve speaking slowly, using short sentences, and demonstrating the tone and facial expression that match the words.

For people who use alternative communication, you can model how to use picture exchange systems, communication books, or speech devices. This shows that their communication method has value and can be a tool in different situations.

Promoting Independence with Modelling

Many daily living skills can be taught through modelling. This supports independence and reduces reliance on others.

Examples include:

• Preparing a simple meal.
• Using public transport.
• Managing money during shopping.
• Organising belongings.

By showing each task clearly and in manageable steps, you give the learner the tools to practise and repeat it independently in the future.

Adapting Modelling for Sensory Needs

People with ASD may have different sensory sensitivities. Some may be overwhelmed by noise or smells, others may be distracted by bright colours or patterns.

When modelling tasks, consider such needs. For example:

• Use quiet, calm spaces for learning.
• Choose neutral colours and reduce visual clutter.
• Avoid scented products if smells are a sensitivity.

Adjusting the environment can make it easier for the learner to focus on your demonstration.

Recording Progress

Keeping written or visual records helps track progress and identify areas that need more practice.

You can record:

• Which skills were taught.
• How many steps the learner could copy.
• Any difficulties or support needed.
• How the learner responded to reinforcement.

Progress records are useful for planning next steps and sharing updates with families or other professionals.

Common Challenges in Using Modelling

There can be difficulties when using modelling with ASD learners. These include:

• The person may not look directly at the model.
• They may focus on small details instead of the overall skill.
• They may copy parts of the behaviour but not the whole sequence.
• Anxiety may make it harder for them to try the skill.

To address these issues:

• Reduce distractions.
• Use prompting to guide attention to key actions.
• Repeat demonstrations.
• Allow plenty of time without rushing.

Working with Families and Other Staff

Using the same modelling techniques across different settings helps reinforce learning. Share information with families, teachers, and other staff on what has been demonstrated and how it was modelled.

For example, if you model a way of asking for help at school, parents can practise the same steps at home. This consistency makes it more likely the skill will be remembered and used.

Practical Example of Using Modelling

If teaching how to make toast:

1. Prepare a calm kitchen area.
2. Show the learner how to place bread in the toaster.
3. Press the lever down.
4. Wait for the toast to pop up.
5. Demonstrate removing the toast safely.
6. Spread butter or another topping.
7. Serve on a plate.

Repeat the demonstration several times. Then allow the learner to try each step, offering prompts where needed. Praise achievements at each stage.

Using picture cards with each step can help reinforce the sequence.

Ethical Considerations in Modelling

Always respect the dignity of the person you are supporting. Avoid making them feel embarrassed about their current skills. Offer encouragement and support without pressure.

Gain consent where appropriate, especially if using video modelling. Store any video recordings securely and delete them when no longer needed.

Be aware of cultural differences. Certain behaviours or social expectations may vary between families and communities. Speak with the person or their family to check that you are modelling in a way that matches their values and needs.

Final Thoughts

Modelling is a clear, structured way to teach skills to people with Autism Spectrum Disorders. It uses a person’s visual learning strengths and supports them to practise new skills in a safe and encouraging environment.

When used consistently, modelling can increase independence, improve social interaction, and build confidence. By breaking tasks into manageable steps, considering sensory needs, and using positive reinforcement, you can make learning more effective and enjoyable.

In health and social care settings, modelling should be part of a wider support plan. It works best when combined with patience, meaningful communication, and consistent practice across all settings. Your role is to make the learning experience positive, respectful, and suited to the person’s way of learning.