6.3 Describe different techniques and approaches to support individuals with an autism spectrum condition to learn and develop new skills

This guide will help you answer 6.3 Describe different techniques and approaches to support individuals with an autism spectrum condition to learn and develop new skills.

Supporting a person with an autism spectrum condition (ASC) to learn and develop new skills requires understanding their individual strengths, needs, preferences, and learning style. Autism affects communication, social interaction, sensory processing, and flexibility of thought to varying degrees. This means that different techniques will work better for different individuals. A person-centred approach is important, so the support must be based on the unique ways the individual processes information and responds to their environment.

Below are a range of recognised approaches and techniques that can be applied in health and social care settings.

Structured Teaching and Routine

Many people with ASC respond well to structure. Predictable routines can reduce anxiety and help them focus on learning.

• Provide clear schedules for activities
• Use the same teaching sequence each time a skill is practised
• Give clear start and finish times for activities
• Minimise unnecessary changes

Visual schedules with pictures or symbols can help the person understand what is happening and what will happen next. This creates a sense of predictability which allows more focus on the task at hand.

Visual Supports

Many people with autism process visual information more easily than spoken instructions. Visual supports can include:

• Picture cards showing steps in a task
• Symbols and icons for activities or rules
• Written lists or reminders in simple language
• Colour-coded instructions

Breaking a multi-step activity into a series of small visual steps can make a task easier. For example, if teaching handwashing, a laminated card with images of each stage can be placed near the sink.

Task Analysis and Breaking Activities into Steps

Task analysis means breaking a skill into smaller, manageable parts. Each step is taught one at a time until the full skill is mastered. This helps reduce overwhelm and allows the person to practise and succeed at each stage.

Example: teaching how to make a sandwich might involve steps such as

1. Get two slices of bread
2. Spread butter on one side of each slice
3. Add filling
4. Put slices together
5. Cut in half

Each step can be repeated until the person is confident before moving on to the next.

Modelling

Modelling involves demonstrating a skill while the person watches. It can be:

• Live modelling where the worker performs the task in front of the person
• Video modelling where the person watches a pre-recorded demonstration

Video modelling is particularly effective for some people with ASC as they can replay the clip as often as they need without pressure.

Prompting and Fading

Prompts are cues that help the learner perform a skill. They can be verbal, visual, physical, or gestural. Examples include:

• Verbal prompts: “Pick up the spoon”
• Gestural prompts: pointing to an object
• Physical prompts: guiding the person’s hand

Fading means gradually reducing the prompt so the person can perform the skill independently. This encourages independence and avoids reliance on the helper.

Positive Reinforcement

Positive reinforcement means rewarding desired behaviour to encourage it to happen again. Rewards must be motivating for the person and can include:

• Praise
• A favourite activity
• A token or sticker towards a larger reward

Reinforcement should be given immediately after the skill is attempted to link the action with the reward in the person’s mind.

Social Stories

Social stories are short descriptions of situations, events, or activities that explain what to expect and how to behave. They can be personalised with the individual’s name, photos, and familiar settings. These stories can prepare the person for new experiences and help them learn social skills in a clear and predictable way.

Example: A social story about visiting a dentist might show each stage of the visit and explain why each step happens.

Sensory Considerations

Many people with ASC have sensory processing differences. Some may be over-sensitive to noise, light, touch, or smells. Others may seek sensory input. To help learning:

• Minimise sensory distractions
• Offer quiet work areas
• Use sensory-friendly materials
• Allow breaks for sensory regulation

Understanding and responding to sensory needs can stop distress and help the person engage in the task.

Applied Behaviour Analysis (ABA) Principles

ABA is a structured teaching method based on observing behaviour and teaching skills through reinforcement. It involves:

• Setting clear goals
• Breaking down skills into small steps
• Using prompts and rewards
• Recording progress

While ABA has critics, some elements, such as data tracking and breaking tasks into steps, can be useful across learning contexts.

TEACCH Approach

TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) uses structured teaching methods with strong visual supports. It adapts the environment to fit the person’s needs, focusing on visual learning, work systems, and predictable routines.

A TEACCH learning area might have:

• Clearly defined workspaces
• Visual instructions with minimal text
• A schedule showing activities in sequence

Use of Special Interests

Many individuals with autism have strong and focused interests. These can be used to motivate and engage them in learning. For example:

• Teaching maths using train timetables if the person enjoys trains
• Encouraging reading by using books about their favourite topic

Linking new skills to these interests can keep the learner motivated.

Augmentative and Alternative Communication (AAC)

Some people with ASC have limited speech. AAC can support learning and skill development. AAC methods include:

• PECS (Picture Exchange Communication System)
• Communication boards
• Speech-generating devices

AAC helps the individual express needs and choices, which can reduce frustration and promote learning.

Errorless Learning

Errorless learning reduces the chance for mistakes when learning a new skill. The person is given enough support to get the correct answer or action on the first attempt. Support is then reduced as the person gains confidence.

This method can reduce anxiety, prevent frustration, and help the learner build a positive sense of achievement.

Opportunities for Repetition and Practice

Skills are learned best when they are practised regularly in different situations. Many people with ASC benefit from repeating tasks until they feel familiar. Repetition strengthens memory and increases independence.

Support workers can:

• Plan time for daily practice
• Use the same steps each time
• Slowly increase variety once the skill is learned

Generalisation of Skills

Generalisation means being able to use a skill in different settings or with different people. People with ASC often struggle with this, so teaching should include:

• Practising in more than one location
• Using different tools or resources
• Working with different helpers

For example, practising making a snack in both the training kitchen and the home kitchen helps the person use the skill in real life.

Scaffolded Learning

Scaffolding means providing support at the right level for the learner. Support is reduced as skill increases. It often combines prompting, modelling, and feedback. For example, a worker may first guide the individual through every step, then step back during easier parts, until the person can complete the skill alone.

Clear and Concrete Language

Abstract language or figures of speech can confuse some individuals with ASC. Clear and direct instructions should be used. For example, say “Put the cup on the shelf” rather than “Pop it over there”.

Instructions should be simple, and only one action should be given at a time if the person finds processing more than one instruction difficult.

Technology-Assisted Learning

Tablets, computers, and interactive whiteboards can support skill development. Educational apps, touch screen activities, and visual learning software can provide:

• Step-by-step guidance
• Opportunities for repetition
• Motivation through interactive features

Technology must match the learner’s abilities and sensory preferences.

Peer Support and Group Learning

Some social and play skills can be learned effectively with peers. Structured group activities can encourage communication, turn-taking, and cooperation. Peer mentors who understand autism can also model skills and encourage participation.

Collaboration with Families and Other Professionals

Family members often know the person’s strengths, needs, and motivators. Sharing strategies between home, school, and care settings ensures the person practises skills in all areas of life. Input from speech and language therapists, occupational therapists, and autism specialists can improve learning approaches.

Adapting the Environment

The physical environment can support learning by being:

• Calm and uncluttered
• Well lit but not glaring
• Organised with labelled storage
• Arranged so that the learner can focus without unnecessary distraction

Sometimes small changes, like reducing noise or providing a comfortable chair, make learning easier.

Motivation and Choice

Giving the person choice about the activity, materials, or timing can increase engagement. This supports autonomy and reduces resistance to learning. Motivation can be boosted by:

• Allowing the learner to set small personal goals
• Offering choices between two or more approved activities
• Including preferred topics or items in the learning process

Time Management and Pacing

Some learners with ASC need extra time to process information. Others may quickly lose interest if the task lasts too long. Learning sessions should be timed to match the person’s concentration span, with regular breaks if needed.

Feedback and Positive Communication

Feedback should be quick, clear, and positive. Focusing on what the learner did well helps build confidence. If corrections are needed, they should be framed constructively.

Example: saying “Let’s try that again, remember to hold the cup with both hands” is better than “No, that’s wrong”.

Building on Existing Skills

Teaching is more effective when new skills build on existing abilities. Finding out what the individual can already do and using that as a starting point makes learning more meaningful and less overwhelming.

Final Thoughts

Supporting individuals with an autism spectrum condition to develop new skills means combining different approaches to match their unique way of learning. Each person’s abilities, challenges, and preferences will influence which techniques work best. What motivates one person may not interest another, and what feels supportive for one might cause stress for someone else.

Success often comes from patience, consistency, and genuine respect for the way the person experiences the world. Repetition, structure, visual aids, positive reinforcement, and a calm environment are common features across many of the approaches described. Working closely with the individual, families, and other professionals will give the best chance for the skills learned to be meaningful, used in different settings, and contribute to greater independence in daily life.