Enhancing Social Engagement: The Remaking Recess Program

Remaking Recess is an innovative, evidence-based intervention designed to help children with autism spectrum disorder (ASD) engage more effectively with their peers during recess. Developed by the Autism Intervention Research Network on Behavioral Health (AIR-B), this program aims to improve the quality of social interactions for children with ASD in school settings.

Program Overview

Recess is a crucial time for children to develop social skills and build friendships. However, children with ASD often face challenges in engaging with their peers during these unstructured times. Remaking Recess addresses these challenges by providing structured strategies and tools to facilitate better peer interactions.

Key Components

The program includes a variety of resources and activities designed to support children with ASD:

• Structured Play Activities: These activities are designed to encourage interaction and cooperation among children. They provide a framework that helps children with ASD understand the rules and expectations of social play.
• Visual Supports: Visual aids and prompts are used to help children navigate social situations and understand social cues.
• Peer Engagement Strategies: The program includes techniques to increase peer engagement, such as social scripts and role-playing exercises.

Implementation and Resources

Remaking Recess is designed to be flexible and can be implemented by teachers, aides, and other school staff. The program offers a comprehensive manual that includes detailed instructions, strategies, and visual aids to support implementation. Additionally, there are downloadable resources such as social menus and engagement posters to help children initiate and maintain conversations.

Benefits of Remaking Recess

By participating in Remaking Recess, schools can create a more inclusive and supportive environment for children with ASD. The program not only helps children with ASD develop essential social skills but also fosters a sense of belonging and community within the school. Teachers and staff who implement the program report seeing improvements in peer interactions and overall social engagement among students.