Simon is a three-year-old with autism. Simon was supported when he attended his community preschool by a shadow aide responsible for helping facilitate social interactions with peers and classroom teachers.

Simon had limited peer interaction skills. He watched his peers play. He would greet them enthusiastically upon entering his preschool. He would play chase games with them at recess. However, each day he would push or hit any peer that came close to or touched a toy that Simon wanted.

The frequency of his hitting peers increased as the number of peers in the play area increased. This led to several peers being fearful of him. His shadow aide started "Friend Time." During this time, Simon would invite a friend to join him.

Initially, the shadow aide had to prompt this. Simon and the peer would go with the shadow aide to a quiet corner of the room where they would play together with a special game or toys and practice social interaction skills that Simon could use later in the classroom.

1.What social skills should the shadow aide target for teaching?

2.What types of activities do you think the shadow aide might use to facilitate these skills?

3.How might the shadow aide evaluate progress and determine success?