Target Selection and Task Analysis:

How can you break this skill down?

This topic will primarily focus on teaching the individual to interpret idioms and sarcasm, not on generating idioms within interactions, nor on appropriately using sarcasm in interactions.

Idioms:
  1. Define “idioms” = phrases that don’t actually mean what the words say

  2. Purpose they serve in communication = makes a description more vivid, interesting, funny

  3. Provide examples of idioms and clearly explain the meanings.  (An expansive list of common American idioms and meanings is included in the graphic organizers section of this topic).

  4. Systematically introduce and practice interpreting idioms in instructional activities with visual supports.  Shift that practice to role-plays where the student has repeated opportunities to decipher meaning in actual interactions. Depending on the needs of the student and the instructional format, you might target an “idiom of the day” in each instructional session.

  5. Practice seeking clarification from a communication partner if meaning is not clear via role-plays and video models.

  6. If appropriate, practice expressing idioms through role-plays, video models, or other structured tasks.  *This may not be an appropriate sub-skill to target, nor is it essential if the student is not inclined to use idioms within his interactions.
Sarcasm:

  1. Define the differences between “True statements” and “Sarcastic statements”:

    a. What?

    i. True statements:  What you say is exactly what you mean. (“That was fun.” = “That was fun.”)
    ii. Sarcastic statements:  What you say is the opposite of what you mean.  (“That was fun.” = “That was not fun.”)

    b. When?

    i. True statements:  What people say most of the time in most situations, and usually in more serious (formal) settings like class, work, meetings, interviews, etc. 
    ii. Sarcastic statements:  Tend to be used in relaxed (informal) situations with peers and family, but can sometimes be used by coworkers, customers, and even supervisors.

    c. Why?

    i. True statements:  To be clear, to say exactly what you mean.
    ii. Sarcastic statements:

    a. To jest or joke around in a friendly, social manner.
    b. OR to bully or tease someone in a rude, inappropriate manner.

    d. How does it look?

    i. True statements:  Nonverbal cues and vocal tone tend to match the words (e.g. “Get out of here” without smiling, direct eye contact, and a serious tone means “leave”).
    ii Sarcastic statement:  Nonverbal cues and vocal tone tend to be the opposite of the words (e.g. “Get out of here” while laughing, rolling eyes, and a high pitch is an expression and does not mean “leave”).

  2. Practice identifying and labeling phrases as “True” versus “Sarcastic” through analysis of what is said and how it is said in the context of role-playing and video scenarios. 

  3. Practice asking for clarification if unsure of the person’s meaning (e.g. “I’m sorry, I don’t think I understand what you mean” or “Are you being sarcastic?”).

  4. If appropriate, practice applying sarcasm in scripted role-plays, video models, or other structured task.  This is not an appropriate sub-skill to target for all students.  It is highly recommended that this step only be included for students who demonstrate some competency with timing and integrating facial expressions, tone, and language to convey meaning.  Furthermore, instruction must include such sub-skills as reading the context, and reacting to others’ responses.

What sub-skill should you target first for the student to initiate?