Social Communication / Autism
Aberdeen City Health and Social Care Partnership
What is Social Communication?
Social communication describes the way we interact with other people. It could involve:
- Non-verbal communication such as gestures and eye contact.
- Using language for different reasons. Children may communicate to ask people for things they want, to say hello, to say goodbye, to comment on what they are doing and to include other people in their play.
- Engaging in a back-and-forth interaction. In young children this may be taking turns in games like peek-a-boo or building blocks. In older children, this may be taking turns while talking and noticing when somebody else has something to say.
- Knowing how to change the way you communicate in different situations. For example, how children communicate with their friends will be different to how they communicate with a teacher.
What is Autism?
Autism is a lifelong developmental difference that affects communication, interaction with others, thinking styles and how information is processed. How this presents in each person will be a little different. Autism is always present in early childhood, but it sometimes doesn’t get noticed until later on in a person’s life.
For a diagnosis of autism, we would see:
Social Communication Differences
Patterns of differences in social communication and engagement with others.
Differences in interests, activities, movements and sensory experiences
Children may play with the same toy again for long periods of time or enjoy doing the same actions within play again and again. They may be interested in a limited range of toys or organise toys based on shape/colour. Children may have a preference for predictability, might become distressed at unexpected routine changes or when people don't follow the rules. They might have sensory difficulties, such as walking on tip toes, being sensitive to loud noises or having a very restricted diet.
How an Autistic Child Might Communicate
Children who communicate without words
- Telling you things with their body language and facial expression.
- Pointing, gesturing and/or leading (taking you to what they want).
- Communicating to ask for things they want, but not for other reasons like to greet or show toys.
- May not appear to respond to language alone but will understand if shown an object or visual connected with that activity.
How to help
- Use short simple sentences (1-2 words).
- Use lots of repetition. Try to use the same words again and again in your daily routines. Help your child remeber what’s going to come next by keeping your routines repetititve. Why not try having a tickle time before breakfastor songs on the sofa before bed?
- Add a visual. Try to show objects as well as say e.g. when you say “snack” show your child their cup and plate.
- Use songs to help your child understand what activity is coming next e.g. tidy up, it’s time to go.
- Play games with no toys. Games like tickles, chase and songs are perfect because your child only one has one thing to focus on – you!
- Follow your child’s lead. Copy the sounds they make and copy the way they play.
- Offer choices by holding out objects e.g. banana or apple?
Children who are beginning to use words and phrases
- May use single words – these may be spoken or using a communication system such as a talker, symbols or signing.
- May be using words for different reasons – to ask for things, comment, say no to something.
- May be starting to put words together.
- Some children may repeat phrases they have heard from elsewhere – you might recognise something from the TV. Sometimes the sentences have a message e.g. “let’s get out of here!” if they want to leave or sometimes they may be used just for fun.
How to help
- Use short phrases (2-4 key words – “get your jacket and shoes“. Use the same words every time.
- Use visual supports such as “Now and Next” boards or visual timetables so your child knows what is happening.
- Model language – talk to your child and use their communication sytem if they have one (symbols, signing, talker). Use short phrases to talk about what’s happening around them. Model from their point of view so that they know what to say e.g. “help me!” “open the door”.
- Build on the language your child is using. If they are using one word, add another e.g. Child: “help!” Adult: “Mummy/Daddy help?”
Children who are using lots of language but may still need some support
- Using lots of words and speaking in phrases or sentences. This could be spoken or using another communication system – signing, symbols or a talker.
- Using new, creative phrases – not just repeating ones they have heard before.
- May still make some “mistakes” when speaking e.g. “it flied” instead of “it flew”.
- May socialise in a different way to non-Autistic children e.g. preferring to play their own game in the same space as another child rather than play together, connecting with otheres by sharing information on a topic of interest.
- May take things literally e.g. if told to “pull your socks up” they may pull up their socks.
- May be direct and say exactly what they mean e.g. if someone says “do you like my hair?” they might say “no”.
- May need support with communication in some social situations such as parties or appointments.
- Some children may try to hide their autistic characteristics-this is called “masking” e.g. they may copy the way that other children behave and communicate rather than communicating in a way that feels natural for them. This means they may present differently in school/nursery to the way they are at home.
How to help
- You can start to use questions to support language development. You can use simple questions like “Who?” “What?” “Where?” or harder questions like “What did you do at school today?” or “How are you feeling?” You can support them by giving choices, examples of how they might answer or using visual supports like photos, symbols or objects.
- If your child makes a “mistake” with their talking, repeat back what they said but change it e.g. Child:”We goed to the shops” You: ” We went to the shops”.
- use new words in real life contexts and show them how to use them in sentences.
- Keep using visual supports. We all need visual supports sometimes like diaries and road signs. It’s ok for your child to keep using visual supports.
- Help your child to understand emotions by labelling them in real life situations as you see them. You can label how they may feel or how others are feeling. Remember, not all emotions are positive- it’s normal for your chld to feel upset or angry at times.
- If your child is about to do something new – like going to a wedding or taking a long journey – they may need help to know what to expect and what others will expect of them. Using “social stories” to explain this could help reduce your child’s anxiety around new situations.
Supporting Autistic Communication and Interaction
- It can help to give your Autistic child opportunities to socialise with other Autistic children. Autistic people can find it easier to form friendships with each other and this can improve confidence and reduce loneliness.
- Teach your child the differences between Autistic and non-Autistic communication. This will help them to understand themselves and why communication breakdowns happen. Please see the website “Different Minds” signposted below.
- Respect your child’s communication differences. Autistic people are sometimes taught that the way they communicate is “wrong” and that they need to change. This is often not good for their wellbeing and self confidence. It’s good to teach your child to behave well and respect others, but if you want them to do something differently, think about why? Is what they’re doing “wrong?” or just “different?v
What Next?
Speech and Language Therapists may be involved in autism assessments alongside other professionals such as Paediatricians, Developmental Nursery Nurses, Education Staff and others. If you think that your child might be autistic you can get in touch with your GP, Health Visitor or Teacher in the first instance for support on onward referral.
If your child is struggling to communicate, you can contact us on our advice line for support. See our “Contact Us” page for more information.
Trusted Websites and Resources
EARLY COMMUNICATORS https://www.bbc.co.uk/tiny-happy-people
EARLY COMMUNICATORS http://www.hanen.org/Helpful-Info/Articles.aspx
CHILDREN WHO SPEAK IN SENTENCES http://www.nhsinform.scot/illnesses-and-conditions/brain-nerves-and-spinal-cord/autism-spectrum-disorder-asd/ces
ALL AGES https://www.nhsinform.scot/illnesses-and-conditions/brain-nerves-and-spinal-cord/autism-spectrum-disorder-asd/
ALL AGES http://www.thirdspace.scot/nait
ALL AGES http://www.autismtoolbox.co.uk
ALL AGES https://differentminds.scot/
