APPROACHING AN AUTISTIC CHILD TO DO NOT TO DO Create a predictable and structured environment to reduce anxiety and promote safety. Use simple, clear, and concrete language, avoiding metaphors or ambiguities. Respect the child's timing without forcing the interaction. Encourage alternative communication if necessary (gestures, images, assistive communication devices). Show empathy and acceptance without judgment. Provide positive reinforcement to encourage social interactions. Create routines and anticipate changes with visual or verbal tools. Avoid excessive sensory stimulation that could overload the child. Don t raise your voice or show impatience if the child doesn t answer right away. Don t force eye or physical contact if it s not appreciated. Don t suddenly change activities or routines without warning. Don t underestimate communication difficulties. Don t force the child to participate in stressful social situations. Don t ignore signs of discomfort or sensory overload. Role-play PROBLEM Exercise 1: a child has difficulty interacting with an adult and answering questions Exercise 2: a child shows discomfort in a new environment and needs support to calm down Create a safe and welcoming environment Adopt effective communication strategies Respect the child's needs and timing Promote inclusion and understanding of the child s needs AIMS Location: classroom Characters: teacher and autistic child Case-study: Luca has difficulty answering the teacher's questions and maintaining attention during the lesson. Sara tries to engage him by using images and concrete objects to facilitate understanding. EXERCISE 1 Location: playground Characters: dad and autistic child Case-study: Andrea looks nervous and agitated in the new environment of the playground. He is overwhelmed by the noise of the children playing and moves away from his peers, covering his ears with his hands. His father reassures him and suggests that they sit together on the bench. To help him settle in, he suggests that he observe the park before playing. With respect for his time, he offers him a quieter activity, such as playing with sand. Andrea, initially cautious, begins to explore the material and gradually agrees to interact, showing signs of relaxation. Marco gently encourages him, proposing new activities without forcing him, allowing him to feel more confident and at ease. EXERCISE 2 356 extra