Speech & Language

Social Communication

Social interaction skills include the ways in which we use both language and non-verbal communication skills such as eye contact, facial expressions and body language, to communicate and interact.

Some children can find interacting with other people difficult and there are lots of different reasons for this. Children can build on their interaction skills with support from the adults around them. Supporting communication at the right level can really help a child to learn the skills they need to communicate effectively.

What Difficulties May Look Like:

A child may find it difficult to start, join in and maintain conversations.
They could find it difficult to understand and use non-verbal communication like facial expressions, personal space or tone of voice.
They may find it difficult to understand and express emotions and feelings.
A child may have lack of interest in their peers or adults and find it difficult to initiate communication with them.

Impact Of Difficulties:

A child may show behaviours that challenge.
They could have difficulty making and maintaining peer relationships.
Find it difficult to join in and play with peers.
They may have difficulty adapting to new or unfamiliar situations.
They may prefer solitary play which looks repetitive or different to the play of other children.

Universal Strategies

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Interactions

Not all children will need you to use all of these strategies – use the ones that are most appropriate.

Use a total communication approach which could include spoken words, signs, gestures, photos or symbols.
Use simple language that is matched to the child’s level of understanding and supported with visual prompts.
Label the child's emotions at a level that is appropriate for their understanding.
Avoid using non-literal language like idioms and metaphors.
Embed opportunities for turn-taking, intensive interaction and attention autism into the everyday routine.

Visual Supports

Use visual supports such as:

First/then for supporting attention and understanding of activities
Sand timers to show how long an activity will last and support transitions
Core boards to support adult modelling of language
Core symbols worn on lanyards
Objects of reference throughout the day.

Transitions

Support transitions by:

Creating structure within the day, including short bursts of focused activities like choice time, free play or circle time.
Singing songs during transitions such as tidy up time or snack time.
Having a transition toy available for pupils who need to carry an object with them between activities.
Having a transition picture available for children to match when they reach the next activity, depending on their level of understanding.

Communication

Create opportunities for communication. For example:

Store toys/equipment in clear boxes which are labelled with words/photos/symbols as appropriate. This creates an opportunity for children to communicate to you that they want something in that box.
Offer choices as part of everyday activities, even if you know what the child wants. For example, apple or banana, milk or water, playdough or paint.

Adapt The Environment

Create a quiet area that children can access when needed, like a dark den with blankets and cushions.
Reduce visual stimuli. For example, ensuring displays are not overpowering or using a consistent background for displays around the room.
Create opportunities for sensory play. You could try a sensory circuit and have sensory toys available to those children who need them.

Targeted Interventions

Aims of targeted interventions could include:

For children to be able to make a choice between two or more objects or activities. This could be by pointing, reaching for or naming the chosen object or symbol.
For a child to initiate an interaction to request or comment on something. This could be using a total communication approach which includes spoken words, pointing, gestures, symbols, photos or objects.
For a child to show enjoyment and engagement, demonstrated by smiles, laughs and/or simple turn-taking with an adult during play activities when the adult is using an 'intensive interaction' approach.

Who Can Help?

You can access Speech and Language support by calling Just One Number on 0300 300 0123. Our opening hours are 8am-6pm Monday-Friday (excluding bank holidays).

Also in this section...

SLCN Professional Training

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Other Useful Pages

Primary Settings Toolkit

Occupational Therapy Digital Library

Sensory Regulation

Sensory Circuits at School

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