Sharing is a complex social behavior that can present unique challenges for children with autism spectrum disorder. Understanding these challenges is essential for parents and caregivers who aim to teach sharing effectively.
Children with autism often face difficulties in resource-sharing situations. Research indicates that these children are significantly more likely to accept unfair offers in resource-sharing games compared to their typically developing peers. Additionally, they are less likely to reciprocate offers made by others.
This behavior may stem from deficits in social-cognitive development and self-other understanding.
Behavioral Patterns in Children with Autism
Understanding the behavioral patterns of children with autism spectrum disorder in sharing scenarios can provide valuable insights for parents and caregivers. Two common experimental setups used to study sharing behaviors are the Ultimatum Game and the Dictator Game. These games help illustrate how children with autism approach sharing and reciprocity.
Ultimatum Game Behavior
The Ultimatum Game is designed to assess how individuals respond to offers of resource-sharing. In this game, one player proposes a division of resources, and the second player can either accept or reject the offer. If the offer is rejected, neither player receives anything.
Research indicates that autistic children offered approximately 40% of their stake in the Ultimatum Game, which is comparable to the 42% offered by typically developing children.
However, autistic children were less likely to reciprocate the puppet’s offers, with a reciprocity rate of 49% compared to 78.5% for their typically developing peers. Despite these differences, both groups referenced ‘fairness’ at similar rates when making and responding to offers.
Dictator Game Behavior
The Dictator Game further explores sharing behavior by allowing one player to decide how to split resources without the possibility of rejection from the other player. This game provides insight into altruistic behavior and generosity.
In the Dictator Game, autistic children reciprocated the puppet’s offers 65% of the time. This is lower than the reciprocity rate observed in typically developing children, who tend to reciprocate more frequently. The findings suggest that while children with autism are willing to share, they may do so less often than their typically developing counterparts.
These behavioral patterns highlight the nuances in sharing and reciprocity among children with autism. Understanding these differences can aid in developing effective strategies for teaching sharing to children with autism.
2 Factors Influencing Sharing
Understanding the factors that influence sharing behaviors in children with autism is crucial for effective teaching strategies. Two significant factors are Theory of Mind (ToM) and developmental stages.
Theory of Mind (ToM)
Theory of Mind (ToM) refers to the ability to understand that others have thoughts, beliefs, and desires that may differ from one’s own. Research indicates that ToM performance can significantly influence sharing behaviors.
For instance, in the Ultimatum Game, children who struggled with ToM questions tended to make smaller initial offers compared to those who successfully passed at least one question.
This suggests that children with a more developed ToM are better equipped to engage in sharing behaviors, as they can better understand the perspectives and feelings of others.
Developmental Stages
Developmental stages play a critical role in teaching sharing to children with autism. At around the age of two, children are still in the process of forming their sense of self and may not yet be ready to engage in sharing. It is essential to recognize that expectations for sharing should align with a child’s developmental level.
Meeting children where they are developmentally is vital. Caregivers and educators should not expect sharing behaviors from very young children, but instead provide support and encouragement as they grow and develop.
Teaching Strategies for Sharing
Teaching sharing to children with autism requires thoughtful strategies that align with their developmental needs and promote meaningful connections.
When teaching sharing, it is essential to consider the developmental stages of children. For instance, children around the age of two are still forming their sense of self and may not be ready to share. It is crucial to meet children where they are developmentally and not impose expectations for sharing at a young age.
The approach should focus on fostering connections around shared experiences rather than enforcing the sharing of items.
This can involve joining the child in playing with their toy, showing interest, and sharing the experience of the toy with them. By emphasizing shared experiences, children can learn the value of connection over the mere act of sharing physical items.
Fostering connections is another vital aspect of teaching sharing. The goal should be to create moments of connection with others rather than simply sharing objects. This approach supports healthy relationships in the long run and encourages a reciprocal nature of interaction.
To effectively foster connections, it is important to co-regulate through connections. This involves acknowledging the child’s plan, validating their feelings, and offering new ideas that support their regulation.
Doing so allows children to learn to wait longer and stay connected during interactions.
Additionally, slowing down the process of offering solutions and allowing children time to process what is happening is crucial. This is especially important for older children who may have established patterns. Allowing time for processing helps children stay connected, understand their emotions, and be open to new ideas. To better support this process, it’s helpful to recognize the nonverbal cues children use. If you’d like to learn more about interpreting these subtle signs, be sure to check out our article, Understanding Body Language in Kids with Autism.
Final Thoughts
Teaching sharing to children with autism isn’t just about getting them to hand over a toy — it’s about helping them build connections, understand others, and feel safe in social moments. By meeting them where they are developmentally and focusing on connection over correction, we create space for genuine growth.
With patience, empathy, and the right support, children with autism can learn to share in ways that feel natural and meaningful to them. At Golden Care Therapy, we take pride in providing high-quality, personalized ABA therapy that meets each child where they are. Whether you’re looking for an experienced ABA therapist in Indiana, New Jersey, New York, Georgia, or Florida, our dedicated team is ready to support your family every step of the way. Reach out to us today to learn how we can make a difference in your child’s journey.
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