Basic elements of effective JARs

What makes up a joint action routine (JAR)?

When identifying key elements of a JAR it may be helpful to use the analogy of a mini-theatrical performance (Quill, 1997). In every performance there is a title to the play. The actors are given specific roles. The roles all relate to one another in some way. The play has a beginning and end and the plot has a specific sequence. A script is given to all the actors. As the play is rehearsed, the lines are repeated and repeated until they are memorized. The play can be performed night after night in exactly the same way. As time goes on, certain actors may ad lib or expand on their roles, but the play remains largely in tact.

Just like a good play. a good JAR consists of the same key elements. They are:

A unifying theme
Joint focus
Specific roles
Logical predictable sequence
Repeatable over time
Planned variation

Let’s take a closer look.

1. A unifying theme or purpose

Effective routines need to have themes that are motivating and meaningful. In other words, participants in the routine must understand what the activity is all about and want to be involved!

The purpose or theme of routines may vary, and may be simple or quite elaborate in nature. A theme could be as simple as stacking blocks or might be as complex as role playing a phone call to a friend. Frequently themes are set around normally occurring events. There are generally three types of routines:

• Preparation or assembly of a project or product
  Example: Cooking applesauce, building a block tower
• Cooperative turn-taking games or routines
  Example: Playing “tickle,” blowing bubbles, water play, cooperative team games
• Routines organized around a story or plot
  Example: Role playing “The Three Bears” or pretending to be firefighters

When selecting a theme, ask yourself if the activity is meaningful and motivating to the child involved. Remember, a theme will only be effective if participants enjoy it and understand their role in it. Many children with ASD demonstrate limited motivation for many typical play themes. For some children it will be necessary to plan themes around the child’s own toy or activity interests in order to increase his or her motivation to participate. However don’t get too discouraged when selecting themes. At times, children will initially appear unmotivated to participate in a certain activity because they don’t fully understand their role. Through frequent repetition they learn their role and as a result their motivation to participate frequently increases.

2. Joint focus and interaction

JARs need a joint focus and opportunity for turn taking in order to be successful! Joint focus means that participants are attending to the same event and responding accordingly. If everyone is “doing their own thing” in an activity, there is no need to communicate with one another. JARs require interaction, thus increasing opportunities for practice of language and social responses. Just like the actors of a play, participants’ parts also need to relate to one another if the “play” is to make sense.

Some activities easily lend themselves to joint attention and interaction. Using a puppet, building a common tower, or blowing a single balloon are all examples of activities that increase the likelihood of shared attention and turn taking. These activities allow partners to attend to and comment on a common spectacle or activity. Vocabulary and concepts are shared.

Other activities are more apt to encourage parallel or solitary play. As a result, it is more difficult to create turn- taking opportunities. Art activities such as paper -pencil projects or painting tend to be solitary/parallel activities. When planning a routine, ask yourself what opportunities for interactions (requesting, responding, and commenting) will occur.

It is possible to create a JAR in activities that at first glance seem solitary in nature. It may just take a little more work! Let’s look at an example.

Puzzle play is frequently a parallel /solitary activity with few opportunities for children to interact. However, it is an activity that is motivating for children with autism. Such an activity can be modified to create a successful JAR. Modifications include (a) using a common floor puzzle rather than individual puzzles; (b) creating a common pile of pieces controlled by the adult to require repeated opportunities for requesting and negotiation; and (c) selecting a puzzle that is slightly too difficult for the child may require teamwork and encourage joint interaction.

3. Logical sequence of events and structure for turn taking

In order to make the routine as predictable and repeatable as possible, there needs to be a logical sequence to the activity. Activities such as preparing a peanut butter sandwich, setting the table, or making your bed are all involve steps that follow a specific order. They have an obvious beginning and end, and it is easy to repeat the exact sequence each time the activity occurs. As a result, child now can predict what to do every step of the way. They know what to say or do because it is the same each and every time. However, open-ended activities such as block or water play, or play at the sand table, are far less predictable in nature. For example materials and props can be used in different ways and in varied order. As a result, the adult has more difficulty creating repeated opportunities to model target language or concepts. If these types of activities are used as JARs, the adult will need to increase the structure by setting an artificial sequences of events. The number of props or materials used at a specific time will need to be limited and a specific sequence given to the actions.

It is important to initially keep the sequence of events in the activity exactly the same each time until the child knows the routine very, very well. Each step of the routine should include the same words or phrases. It is also be important to break down the sequence into very small steps. Each step signals a communication opportunity. The smaller the steps the more opportunities to communicate!

4. Clearly defined roles

In most routines it is important that roles are clearly defined. In simple routines one partner may act as the “requester” while the adult is the “keeper of the goods.” Snack time is an example of such a routine with clearly defined roles. If the routine involves wind-up toys, the adult may repeatedly wind up the toy while the child always gets to let it go. In this routine roles are clearly defined. As a result, children are able to learn how to speak or act differently based on the role they are given.

In more complex routines it is important for children to learn to play different roles within the same activity to thus, learning the “give -and -take” nature of interaction. For example, a child may play a customer at the candy store one time but the next time play the clerk. During an opening group time a child may take on several roles. He may initially only take on the role of a responder to predictable teacher questions. But later he may be asked to take on the role of asking those same questions to peers and adults in the group.

5. Planned repetition and variation

Repetition of words or actions needs to be planned into routines. It is important for a child to anticipate what to say or do and this is best accomplished through repetition. However the degree of repetition may vary. Some children need the exact script of specific words/phrases to use. This exact repetition of actions or words is needed until the child is able to use those words or actions independently.

With other children exact repetition is not critical. The adult may simply reduce the choices of what to say, modeling several variations of phrases that are similar in nature. If the script is used frequently and consistently, the child will begin to use the script spontaneously. When the child can independently use his role in the routine it is time to vary the routine.

6. Controlled variation

JARs are predictable by design, but the routine is not valuable for intervention if there is no plan for variation and expansion. Children with ASD easily get “locked” into what they say or do and they have difficulty expanding their responses. Controlled variation of a routine is critical. It gives children the opportunity to change what they say or do within the structure of a comfortable routine. Here are some ways you may vary routines:

• Introduce new materials, new vocabulary

  If the routine is that of rolling cars down a ramp, and the child predictably says “go car” and/or “drive car” as he pushes the car down the ramp, you can introduce new vocabulary by adding trucks, busses, or a bike, changing language targets to “go truck” or “ride bike.” Actions in the routine can be expanded to include “ go up,” “fall off” or “crash.”

If a “shopping” theme has been introduced, you can vary the type of store or the items purchased.

• Omit needed materials:

If completing a puzzle, “lose” one or two pieces

If setting the table “forget” the cups

• Do the unexpected

If the child typically signs “more” for juice when given in small amounts, surprise her by presenting a less preferred drink. This allows her the chance to say “no.”

You might also:

• Make objects inaccessible
• Use objects that don’t work or aren’t appropriate for a given activity.
• Interrupt or violate a routine

Variation must be well planned and individualized for each child. Some children do not immediately change what they say or do when a routine has been varied. Therefore, you may need to vary/violate routines many times before the child varies his comments or initiates different needs. Other children may respond very negatively to even the smallest change in the routine. In these situations it is important to make very small changes at a time. Don’t stop with a single variation! Vary the routine over and over again until the child is able to interact spontaneously to varied demands and changes that occur.

Now you know the basic elements of a JAR. The next section will focus on individualization.