When setting group norms for a social skills exercise with autistic students, which practice supports understanding?

• A. Letting Students Determine Norms by Themselves
• B. Clearly Stating the Expected Behaviors
• C. Forcing Participation with No Guidance
• D. Avoiding Feedback on Performance

Answer: (B)

Clearly stating the expected behaviors sets a concrete, predictable framework for a social skills activity. When norms are described in concrete terms—what to do, how to interact, and how to respond—you give autistic students a precise map of how to participate. This reduces ambiguity, lowers anxiety, and helps them anticipate peers’ reactions, which supports smoother peer interactions and learning during the exercise. Explicit expectations also provide a clear basis for feedback, so students can see exactly what works well and what needs adjustment, making progress measurable and actionable.

If norms are left to be determined by students alone, there can be vagueness and inconsistency that confuse learners who rely on explicit structure. Forcing participation with no guidance ignores the need for scaffolding and can overwhelm students who benefit from predictable routines. Avoiding feedback stops opportunities to reinforce helpful behaviors and correct misunderstandings, hindering learning and progress.