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Caspian Jamie & Rajinder Randhawa 1 To discuss what a Social Communication difficulty is How to spot a child with Social Communication difficulties Practical tips to support children with Social Communication difficulties 2 Children with Social Communication difficulties have problems in the following areas: Understanding the rules of communication Forming and maintaining relationships with others Social communication includes adapting how you speak and otherwise communicate to fit a social situation 3 Social Communication difficulties can affect children with : • Autistic Spectrum Conditions • Poor receptive language • Poor expressive language • Difficulties with Attention and Listening • Lack of good role models • Emotional and Behavioural difficulties • Low confidence 4 In groups discuss how we would spot a child with Social Communication difficulties in the classroom? What would you see? Feed back to the rest of the group 5 Lack of eye contact Lack of friendships Unable to start conversations with others Veers off the topic of conversation Difficulties using the right tone of voice Difficulties reading body language Not being able to adapt their language for different audiences Difficulty understanding facial expressions Difficulty understanding their own emotions. ‘Melt downs’ Behaviour difficulties Struggles Reading others emotions Difficulty Predicting how others may react Misinterprets social situations Difficulty understanding jokes , sarcasm and figurative language Saying inappropriate things. No tact 6 Kieran During Science, Kieran was disrupting the lesson by calling out. He was trying to change the conversation to his special interest, minibeasts. He was insistent that the teacher answered his questions, getting more and more agitated, when she tried to ignore him. 7 Understand that children with Social Communication difficulties are not simply rude or naughty Understand that Social Skills can be taught Teach and practice vital social skills in every day situations 8 Most young people with Social Communication difficulties have poor receptive language skills and have difficulty with long verbal instructions 9 Gain their attention first Use short sentences Avoid ambiguous language Avoid changing basic word order Emphasise key words in a sentence Talk slowly and clearly Use gestures and visuals to make meaning clearer 10 Visuals can help to support understanding of language 11 12 Young people with SCD have language difficulties that cause them to interpret what others say in a very literal way. 13 Avoid sarcasm, language with double meanings and idioms. Directly teach figurative language Don’t expect them to infer what you mean. Always be explicit. 14 Social Rules may not be obvious to a young person with a Social Communication difficulty 15 Social stories are a tool for teaching social skills They provide information about situations they may find difficult or confusing The situation is described in detail. Social cues are explained Adaptation for older children: Comic book style, designed on computer or the use of video. 16 17 Difficulties understanding facial expressions Understanding Emotional Vocabulary Labelling their own emotions Predicting how others will feel 18 Visuals: Feelings board, thermometer, emotion scales Use every day situations to help children to develop Emotion Vocabulary Name their emotion for them ‘You seem happy’ Use video and television as a resource to comment on emotions Make emotions explicit do not assume it is obvious 19 20 Asking for help is a complex skill. To ask for help we need to first realise that we need help, then initiate interaction with a relevant person and construct an appropriate sentence 21 Make a simple cue card. Place it on the child’s desk Simple phrase ‘I need some help’ and a picture of who they can ask for help Identify when the child may need help and model how to use the card 22 Always look at what social skills young people are lacking in each situation Example: ‘You’re boring me now, I’m going’ Directly teach how to end a conversation Discuss/Brainstorm/Model more appropriate ways of ending conversation. 23 Gary, a Year 7 pupil, enjoyed the emotional reaction he observed in others when he pushed them. He laughed when they became angry. 24 Action: A social story was written for Gary, explaining that the young people he pushed were angry because they were getting hurt and that pushing was an unfriendly thing to do. This was linked to a reward system so that Gary earned a sticker for each break time he achieved without pushing. Social skills sessions were used to teach how to initiate conversation. 25 Discussed what is a SCD Discussed strategies to support SCD Supporting Understanding Visuals Social Stories Supporting Emotional Understanding Asking for help Social Skills Training 26