6: language and communication

diagnostic manual’s “typical” behaviours that people either adhere to or not

• Understanding & use of language in social contexts

• Integrating spoken language with non-verbal cues (gaze, gestures, facial expressions,

body language)

• Understanding & responding to verbal/non-verbal communication

• Imagining & responding to feelings, emotional states & attitudes

• Initiating & sustaining reciprocal conversations

• Modulating communication style to social situations

• Sharing mutual ideas & interests

what is social communication

complex interaction between self, others, language, immediate environment and learnt experiences

phonemes

speech sounds

morphemes

smallest units of meaning (run + er = runner)

vocabulary

word knowledge

syntax

structure to create sentences

estimate of additional structural language needs in autistic individuals

63%

social cognition

ability to imagine and respond to the internal states of others

• emotions

• thoughts

• motivation

social interaction skills mediate our

• level of politeness

• waiting before talking (interrupting) behaviours

• use of humour

pragmatic language

how language is used in a social context; the study of native speaker’s understanding of words and conversational behaviours, not correctness

pragmatic theory

interested in how we understand under-specific or ambiguous language

communicative partner expectations

• give as much information as required (not more or less)

• be truthful or not lacking in evidence

• give orderly information that others can follow

• be relevant to listener needs

pragmatic theory reframing deficit

different neuro-types might have different ideas about relevance leading to pragmatic miscalculations and mutual misunderstandings— shifts fault for any communication breakdowns away from any one commincation partner

social communication

relies on both parties presenting mutually recognised relevant information

impact on peer relationships

social communication important for establishing strong peer-relationships— even children rate good conversation skills as “highly aspirational” amongst peers

impact on emotional wellbeing

causes stress and frustration

Social communication varies according to:

• Language & intellectual ability

• Environmental factors, e.g., exposure & practice

• Individual differences

ND-affirming stages of communication support

• quality holsitic assessment and co-written report

• environmental adaptions

• targeted works (balancing learning new skills with maintaining authentic self)

• compensatory strategies (growing awareness and means for getting support)

• functional goals and self-evaluation

ND affriming— co-produced report

• individual must feel completely represented by their report

• neurodiversity affirming language (e.g. differences with…)

• must have ownership of the report so they will sue it to access support in education and future employment

• co-produce it or get feedback before finalising

personal-centred target setting

all communication targets (environmental adaptations and direct work) should:

• be important and acceptable for the autistic individual

• maintain the autistic person’s sense o “self”

• aim to mitigate mental health difficulties

• should not aim to make the child appear “less autisitc”

• informed by child’s own goals

environmental adaptations— conversations

• Place to feel accepted

• Positive sensory spaces: quieter, smaller, fewer distractions

• Familiar session format

• Focus on topics of group interest (around a shared activity)

• offer— low pressure opportunities to communicate without demands; no fail environment for developing connections and confidence organically

environmental adaptations— learning

• provide written/visual information on tasks

• create better listening environments

• train conversation partners (teachers, TAs, pupils)

alternative augmentative communication

• should be used to increase independence and self-advocacy, not compliance

• can be used to improve understanding of spoken information

• can be used to mediate social engagement

training for communication partners

creating optimal language environment includes improbing the knowledge and skills of people in the child’s environment

• Increase knowledge of & change attitudes towards autism

• Advise on length & complexity of language used with the child

• Advise on child’s compensation strategies

• Explain conversational preferences

• Make resources & encourage use, e.g., AAC

• Train team in approaches used in clinical settings

compensatory strategies

can enable a child and build on the child’s strengths, e.g.:

• asking for clarifications

• checking for meaning

• asking for help

social skill development

• must be identified as important and relevant by the autistic person

• effects of “masking” autism must be considered by also learning about and maintaining a sense of authentic self

• exploring personal accounts of social preferences described by other autistic people may be helpful

• Reflecting on effort & fatigue during social situations & developing relaxation methods will also be important

key principles of communication support

• Make the individual centre of any support package

• Provide an appropriate assessment of needs

• Collaborate with the individual in report & recommendation writing, target setting & outcome evaluation

• Create better-fit communication environments

• Mitigate the negative emotional effects of communication barriers

• Developing self-confidence as a communicator

• Foster a positive sense of self & reduce effects of masking

• Develop self-advocacy methods

• Support expressing emotions

impacts on autistic identity

• participants reported that social skills training (sst) had both positive and negative consequeces for their identity and sense of self

• communicatin skills and social environment provided by SST enabled them to interact with others

• SST alsoseen as increasing stigma associated with autstism, creatiing negative associations