Term 1 Social Skills Group: Supporting Collaboration for Neurodivergent Children

Our Social Skills Groups are thoughtfully designed for neurodivergent children, creating a safe, respectful space where differences are understood and valued. Each group includes four children, fostering meaningful peer connections, individualised support, and a strong sense of belonging.

Groups are delivered in an online format and supported by two experienced professionals, with an overarching Autism Consultant overseeing program design, implementation, and outcomes.

Consultant-Led Program Oversight

As an Autism Consultant, I oversee all Social Skills Groups to ensure they are neurodiversity-affirming, evidence-informed, and responsive to each child’s unique profile.

This includes guiding group structure, reviewing observations, and ensuring Social learning is intentional, supportive, and strengths-based.

Individualised Pre-Screening and Group Matching

Before joining our group sessions, each child completes a pre-screening process using SIPRA and ESRA assessments..These tools provide insight into each child’s social communication, regulation, and interaction preferences. This information allows us to carefully form groups where children feel safe, supported, and able to engage with peers in meaningful ways.

A Structured Curriculum with a Term 1 Focus on Collaboration

Our groups follow a clear Curriculum across the term. In Term 1, the overarching focus is collaboration, supporting children to work alongside others while honouring their individual communication styles and needs.

We explore collaboration through three key social concepts:

• Negotiation – expressing needs, understanding others’ perspectives, and working toward shared solutions

• Sharing ideas – contributing thoughts, listening to peers, and engaging in reciprocal interaction

• Deciding as a team – practising joint decision-making and understanding group processes

These skills are taught explicitly and practised through structured, engaging activities that allow children to participate in ways that feel comfortable and achievable.

A Strong Support Model Within Each Group

Each group is supported by two professionals:

• A Group Facilitator, who leads sessions, introduces social concepts, and supports interaction

• A Social Skills Coach, who provides in-the-moment support, observes peer interactions, and tracks individual progress

  
  

This approach ensures children are supported both during activities and through ongoing, reflective observation.

End-of-Term Progress Summary

At the conclusion of each term, families receive a detailed progress summary, written by the Autism Consultant. This report brings together information from:

• Pre-assessment results (SIPRA and ESRA)

• Ongoing social observation within the group

• Individual strengths, emerging skills, and areas for continued development

  
  

These summaries are designed to be meaningful, practical, and collaborative. Families are encouraged to share them with other professionals involved in their child’s care, such as speech pathologists, occupational therapists, or behaviour support practitioners.

By working together as a team, we can support deliberate, targeted, and consistent social skill development across environments.

Learn More Here