How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
Due to a history of frequently misinterpreting social cues, the student may view all types of idioms or sarcasm as “nonsense” or “rude.” It will be very important to first explain the concepts and purposes of idioms or sarcasm, then connect the skills to the student’s interest. Does the student want to reduce feelings of confusion or frustration during his interactions with others? Is he motivated to “get” humor and jokes? Is he interested in the more creative application of language to convey meaning (via idioms)? Given how often sarcasm is used in movies and television, is he motivated to “get it” when he engages in those highly preferred activities?
If there has been a history of bullying or teasing, the student may be motivated to learn how to accurately decipher sarcasm to determine if he is being teased or bullied.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
Use those idioms that are within the realms of interest of the student. For example, if the student enjoys sports, introduce idioms using examples that involve sports (e.g. “he struck out,” “out in left field,” “not even in the same league”).
For many students, it will be effective and motivating to visually depict idioms – what they “look like,” versus what they actually mean:
| The Idiom: | It does NOT mean this: | What it really means is this: |
“It’s raining cats and dogs outside.” |
Cats and dogs are falling from the sky.
|
It is raining so hard, that it feels like large objects are falling from the sky.
|
Some students might enjoy developing a journal or dictionary of idioms – one that they add to as they encounter new idioms. Many will respond positively to drawing what those idioms “look like” in their mind.
With the topic of interpreting sarcasm, it might be helpful if the student has a favorite actor who often uses sarcasm, or a TV program or movie that portrays examples of sarcasm. If so, work with the student to identify the instances of sarcasm by reviewing the show or movie together as a fun learning activity. For example, consider how frequently sarcasm is used in such shows as The Simpsons or Family Guy – can you show brief scenes to illustrate sarcasm there, and increase the student’s motivation to more accurately interpret what others say?
Can your use of visual supports and self-assessments help get agreement that instruction on this topic is important, get agreement on the solution, and create the motivation for change?
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
"Social Communication - Complex Skills 2"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
If the student is stressed by acting out scenes where he is expected to interpret sarcasm, be sure to offer a calming activity after each role-play. Based on the numerous skills required for successful demonstration of the skill, the student may benefit from an extended choice or relaxation activity afterward. You may find that the student becomes agitated during instruction of the topic, possibly due to interpreting the context of the lesson as “mean” or “rude” behavior; this could be based on previous negative experiences he has faced from peers. If so, be sure to support the student thoroughly and to limit the time spent focusing on these topics initially. Also, be sure to intersperse opportunities for the student to observe others engaged in role-plays, without requiring that he actively participate.
Before the student encounters a situation where he will need to perform this skill, how do you help the student prepare? How do you activate prior knowledge?
The student could review a list of common idioms and their meanings before engaging in a non-scripted role-play, or he may read a situational story identifying when sarcasm is used in a friendly, joking manner. He could be shown a “to-do list” of what will be covered during the instructional session to help reduce anxiety and help him see when it will be over.
How you prime the student for scheduled practice or real-life scenarios will be determined by the student’s current level of comprehension of the topic and his specific learning style, as well as the specific skills being targeted during current instruction.
