Spectrum Insights

Spectrum Insights has been running a D&D program where the focus is on teaching social skills to ASD/ADHD teens and young adults. The goal is to not only help them learn social skills in a fun way, but be able to join existing groups w/ peers and understand the social dynamics of game play. To date we have been focusing on social skills around the table. Primarily how to collaborate, communicate, listen, turn taking and not over sharing. All great skills to master. After a few months I noticed a great deal of clues in campaigns were being overlooked. I chalked this up to inexperienced players. To solve this, I would step out of my Dungeon Master role to give some advice and better understand the game. It helped when it came finding traps, looking for items, investigating objects but not for people or “Non Player Characters”. When a NPC in the game offered a clue, hints or where further social interaction would uncover a way to move the story forward, I would have to force the dialogue. The students were not delving into potential dialogue options. I did consider that my Dungeon Mastering may need work or I was not allowing the players to explore the game in their own unique way. I believe they are indeed exploring the D&D world in their own unique way and its through the Lens of ASD/ADHD.
Students with ASD and many w/ ADHD have social challenges when it comes to curiosity about others. This is not just a general observation on my part:
DSM-5 Autism Diagnostic Criteria

Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.
Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.
Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.
Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

Now back to Dungeons & Dragons and why does this matter?
In a game where storytelling moves the game forward, communication is key. My students enjoy both the action & story telling aspects of the game but need help when it comes in game dialogue involving NPC’s and communicating with other players.
I’ll give 3 short examples where students miss out by not furthering dialogue with NPCs::

Dialogue may give a greater treasure. ie an NPC may whisper where hidden treasure is.
NPC’s may give hints how to defeat a monster, share where traps, secret doors are hidden, divulge a location or secrets to move the story forward.
A NPC may prefer dialogue over fighting. If outnumbered, players may try to talk their way out of a deadly fight.

Without expressly stating so, the students tend to miss the subtle “social cue” hints that allow for another course of action.
What can you do improve the game for your ASD/ADHD students
Do not think of the following as nagging, interrupting the game or stifling their imagination. Consider the following as an opportunity to practice their social skills in a fun setting. I encourage you to write out social reminders on cue cards, similar to spell or condition cards, this will benefit the group. At the end of this article there will be cue cards you can print off and cut out for your next D&D adventure.
1. Before sessions, go over the game mechanics they may need reminding of:

Turn taking - Each person has their allotted time to speak. Without this, some students will dominate the conversation and quiet students are left unheard.
Do not interrupt (this happens often). Raise your hand to interject or add to the story. This helps the more impulsive students wait their turn.
Communicate as a team before action. Encourage the students to take 5 minutes to work out a plan. This way they can learn how to collaborate and solve problems as a group. This will also address the different play styles of the students. Some may prefer to rush in and fight, others may be more cautious. Remind them to utilize each other's abilities to help the group.

2. In game social tips:
If your ASD players miss out on social cues, they will need a lot of reminders. In game condition cards are used as reminders. The following can be written on a card as a "social" condition card, reminding players what to say when speaking to NPC's.

If a NPC speaks to you, its a clue there may be more dialogue options
Remember the 4 W’s: who, what, where, why and how
Use your charisma to gain more information. Roll that D20 to see if your charisma modifier will loosen their tongues.
Practice your social skills. Ask questions, observe the characters mood, dress and actions. There may be clues on how to proceed.
Use perception checks to see if they are lying or hiding information from you. You may need to lay on the charm to make them trust you.
Intimidation may work for some NPC's try charm first. Its a people skill that works in the real world and in game. Intimidation should be saved for villains or very stubborn NPC’s who you suspect have more dialogue to offer.

I want to share one final tip, its a no brainer for many, but very helpful for players learning socials skills via Dungeons & Dragons. Ensure that when the Dungeon master plays as an NPC, the NPC will not be rude, hurt or hurtful should players make a social faux pas. Exaggerate positive outcomes for using the correct skills, even consider rewards like an inspiration point. It may help your players remember to use the same social skills in real life!
Have fun, be creative and flexible in your next D&D adventure. Dont forget, there are opportunities here to teach some great new skills to your ASD/ADHD players!
John Anderson

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January 26th, 2021

1/26/2021

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I will be running 2 MORE Dungeons & Dragons groups Virtually using Roll 20:

The 3rd and 4th Saturday of each month from 6-8 pm.
Every Wednesday, 6-9pm for the more intrepid/experienced players.

Dungeons Dragons is hands down one of the best ways to learn social skills.
Students will learn to cooperate, problem solve, listen and work as a team.

The goal of the group is to introduce D&D to Tier 1 ASD/ADHD students wanting to learn or those looking for a group to join. We will be teaching social skills while learning to play the game:

Communication skills
Working as a team & problem Solving
Turn taking and Listening skills (not interrupting)
Reading social cues - ASD players often miss out on the tells that move the story forward. The social cues learned in game transfer to out if game life experiences

Saturdays: We will be exploring the Lost mines of Phandelver mixed with elements from the Dragon of Icepire peak.
Wednesdays: Lost mines of Phandelver or a new campaign Waterdeep: Dragon Heist or Baldur’s Gate: Descent into Avernus

Who is D&D best suited for and what skills do I come to the table with:

Tier 1 ASD/ADHD, youth 12 - Adult, anyone w/ a sense of adventure and dash of creativity,
Zoom and Roll20 account. Both free
A decent internet connection, headphones/mic suggested to cut down on background sound
Reading - Students are required to level their characters and read about their abilities.
Math - Calculating Dice Rolls, Currency conversion (in game), adding Experience points and dividing among players
Communication skills - students should be able to have reciprocal conversations, listen without interrupting, take turns
Focus - able to sit for 3 hours

Although this game is imagination based, there are a lot of rules and reading involved. We will teach how to play the game around the table, students are expected and should enjoy reading about their characters, leveling and learning the lore on their free time.

Required for new Players:

The Essentials Kit or the Players Handbook (the starters kit is not recommended)

Below is one of our cue cards used to help us remember how to talk to other character in D&D....also good tips for out of game interactions.

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January 25th, 2021

1/25/2021

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Our last Workshop for January. Covering the skills where our students need the most support. A little tip before the class: How do monologues hurt friendships? When you dominate the conversation, it gives the message you do not care about the other person and only yourself. You appear very self centered and this affects your likability. People will listen and take interest in you more when you listen to them first! We will discuss how to trim your oversharing to bite size pieces that keeps people interested in you.

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January 18th, 2021

1/18/2021

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We are on week two of our walking socials. I am seeing some happy students each week. Not only during our walk but on Zoom too. I spent some time thinking about this, its community. Over time, the students that see each other often, start to build lasting connections. They look forward to seeing each other every week. Its a break in their routine, a break from loneliness. A chance to share and be heard and listen to others. Lets face it, the mental health of many ASD youth is affected by the lockdown. Small things like, meeting online once a week for a class or social, connecting to each other in group email exchanges, or getting out of the house for walk really makes a difference. Parents, take advantage of what is being offered locally for your ASD child, trust me, it helps, I see changes from just the small steps we take weekly.

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March Break Funding

1/8/2021

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If you are looking for money towards March break camps, see Heathers note below. Spectrum Insights is running a Social & Life Skills camp for March break. This funding may help your child attend.
This is From Heather Fawcett's Newsletter:
Some funding opportunities for families. Please distribute to families as you see fit.
1. One-time payment from provincial government to help offset costs during the 2020-2021 school (up to age 21 for special needs students). Deadline Feb. 8, 2021