Social/Pragmatic Communication

Social communication plays a fundamental role in our ability to interact with others. It’s crucial that we support children with social communication differences by using neurodiveristy-affirming approaches. Helping a child to express their authentic self is one of the most important things an SLP can do.

Understanding Social Communication

Social communication plays a fundamental role in our ability to interact with others. In toddlers and youth, the development of these skills significantly contributes to their capacity to establish meaningful relationships and interact effectively in a variety of social contexts.

Social communication, often referred to as pragmatic communication or pragmatic language, involves the use of language in social contexts. It pertains to the rules and conventions we unconsciously adhere to when we communicate with others, such as knowing when and how to change our speech depending on the listener or situation, taking turns in a conversation, and using nonverbal signals and gestures to express ourselves.

Understanding and supporting the development of social/pragmatic communication skills in children is an essential responsibility for parents, educators, and caregivers. By doing so, we can equip our children with the tools they need for effective social interaction, ultimately fostering their overall growth and development[1].

It is equally important for parents, educators and therapists to understand that children demonstrating social/pragmatic communication challenges from the perspective of neurotypical individuals (i.e., anyone who is not neurodivergent), may not require support or intervention by default. Appreciating and valuing communicative priorities of neurodivergent individuals involves supporting them in their communicative preferences, as well as educating them - when and if appropriate - on neurotypical social communication norms in a way that is informative and not prescriptive. This means that we are not expecting neurodivergent individuals to adopt customs or habits that feel foreign to them, but we are offering them support to understand these concepts, when desired.

Developmental Milestones in Neurotypical Social/Pragmatic Communication

The journey of social/pragmatic communication skills begins early in a child's life. These develop progressively as children grow, with certain key milestones marking significant progress.

  • At around two months of age, a child typically begins to make eye contact, an initial yet crucial form of non-verbal communication.

  • By the third month, a child generally exhibits a 'social smile' - a response to interaction with others, indicating an early understanding of reciprocal communication.

  • As the fourth month arrives, children start to vocalize their desire to initiate socializing, signaling the beginnings of interactive dialogue.

  • The five-month mark often witnesses children developing a preference for familiar faces, another critical milestone in the development of their social communication skills. This preference indicates that the child is beginning to recognize and differentiate between individuals, an essential element of effective social interaction.

These skills continue to develop and become more sophisticated as the child matures. For example, by their first birthday, many children start to use gestures, such as pointing and showing, to communicate. By their second year, most children begin to combine words and gestures to make their needs known, and by their third year, they start engaging in basic conversations.

It is important to monitor these milestones in your child's development, as they provide key insights into their social and communicative growth. Regular observation allows early detection of potential delays or difficulties, making it possible to intervene promptly and effectively, thereby ensuring the child's optimal development[1].

Speech and Language Development

The first three years of life mark a period of rapid and extensive speech and language development. During this time, children acquire the ability to understand and use language, a crucial aspect of social/pragmatic communication.

Children can absorb the nuances of language with exceptional efficiency during this phase of language acquisition due to the brain's remarkable plasticity. Often referred to as the 'critical periods' for speech and language development, these years see the brain at its most receptive to language input.

A rich language environment significantly aids in the development of a child's speech and language skills. This environment is one where children are frequently exposed to the speech and language of others. Through this exposure, children learn to understand words and sentences, grasp the rules of their language, and gradually build their vocabulary.

Social (Pragmatic) Communication Disorder (SCD)

Social (Pragmatic) Communication Disorder, commonly known as SCD, is a neurodevelopmental condition that significantly impacts a child's capacity to use language within social contexts. This disorder typically manifests as a substantial difficulty in verbal and nonverbal communication for social purposes, hindering the child's ability to communicate effectively and form relationships with individuals who do not share their same approaches to social communication.

From the perspective of neurotypical individuals, children with SCD often struggle with sharing information in an appropriate and comprehensible manner. They may experience challenges in adapting their communication to suit the context or the needs of the listener. This difficulty can extend to comprehending implicit or non-literal meanings, such as understanding sarcasm, humor, or metaphors.

Further, they may also have trouble with non-verbal cues. Recognizing and responding to facial expressions, body language, or the tone of voice of others can be a complex task for these children. Similarly, they may find it challenging or uncomfortable to maintain eye contact as is expected by neurotypical individuals, interpret gestures, or use these cues to enhance their communication.

Engaging in conversations is another area of difficulty. Children with SCD may participate in conversations in a way that is unexpected for many people, such as taking turns or staying on topic, which can lead to awkward or disjointed interactions from the perspective of neurotypical individuals.

Neurodiversity-Affirming Practices

To ensure practices are neurodiversity-affirming when working with children with social/pragmatic communication disorders, it's essential to understand and respect the unique learning style of each child. Rather than seeing the disorder as something to be 'fixed,' consider it as a part of the individual's identity, enhancing the capacity to communicate and relate to others in their unique way. Use a strength-based approach, capitalizing on their abilities to create an inclusive environment that promotes communication. Build understanding and support for neurodiversity among peers, families, and educators, fostering an environment that accommodates and celebrates difference. Always engage the child in decision-making processes about their therapy, respecting their input and encouraging their autonomy.

When parents, educators and therapists do not ensure that our approaches are neurodiversity-affirming, children may feel pressure to mask their behaviors. Masking, often called “Autistic masking”, is a common coping mechanism where autistic individuals 'blend in' by mimicking neurotypical behaviors, can lead to emotional exhaustion and mental health difficulties. To support children who may be experiencing this or have in the past, recognize the signs of masking such as significant changes in behavior across different settings or the child trying to mimic their peers. Encourage authentic expression by fostering a non-judgmental and accepting environment, where individual differences are celebrated, reducing the perceived need to mask. Build supportive communication channels to help the child articulate their feelings and experiences, and collaboratively develop coping strategies that allow the child to navigate social situations without suppressing their natural behaviors.

Intervention and Support

When it comes to children with social communication delays or disorders like SCD, early intervention is a crucial factor. Identifying and addressing these challenges can allow a child’s support network to “set them up for success” from early on.

In a setting where neurotypical social communication is widely viewed as the “only accepted norms”, such as a classroom, children with SCD are at a disadvantage. For this reason, children and their families can best be supported with an approach that both provides education regarding neurotypical social communication, but also firmly supports diversity in social expression. This will equip the child and their family to navigate social situations that may be confusing or difficult for them, while also arming them with the confidence and assurance that they can be their true selves.

One of the primary ways to support social communication challenges is through speech-language therapy. Speech-language therapists, with their expertise in the area of communication disorders, can design and implement individualized therapy plans to aid children with social communication difficulties. They can provide training in specific communication skills, help improve speech clarity, and guide the child in understanding and using language appropriately in various social situations. They can also be an educator for the child’s family, community and peer group to encourage acceptance and understanding of differing communicative priorities. One of the most powerful things an SLP can do is to help establish a community in which the child feels safe and able to express themselves authentically.

Another instrumental tool for supporting children with social communication issues is the Individualized Education Program (IEP). IEPs are designed to address the unique educational needs of children with various developmental issues, including social communication difficulties. These programs set specific, achievable goals for the child and their support team, and provide tailored support to help them achieve these goals[3].

Conclusion

Social/pragmatic communication is a fundamental aspect of human interaction and a vital skill in navigating our social world. From the early developmental milestones in infants to the more complex social interactions in adolescents, the ability to communicate effectively with others plays a pivotal role in our ability to form and maintain relationships.

Recognizing and understanding the importance of social communication skills in children, and particularly its impact on their overall development, is key. Early detection of any delays or disorders in social communication allows for timely intervention, which can have a transformative effect on a child's life.

Most importantly, identifying these difficulties early on in life can allow a child’s family and support team to be equipped with an understanding of diversity in social communication priorities and build a community of understanding around this child. Focusing on neurodiversity-affirming practices while also offering education of neurotypical social expectations will allow the child to understand the world around them and also have the confidence to express their authentic selves. A Speech-language pathologist is often a key member of this support team, having expertise in communication and language development. SLPs can be great collaborators with a child’s family and school team to both support language development while also celebrating a child’s unique abilities and strengths in their own communication styles.

FAQs

Links & Resources for Social/Pragmatic Communication Development

  • Book Recommendation: Standing Up For Myself by Evaleen Whelton

    This workbook is a fabulous resource for neurodivergent teens to have - as well as anyone working with neurodivergent individuals. Evaleen Whelton, who is Autistic herself, writes with empathy and clarity to prompt important discussion topics. These topics offer a productive alternative to prescriptive “social skills training”.

    Standing Up For Myself by Evaleen Whelton

  • Website Resource: Neurodiverging

    Neurodiverging offers support for families and professionals from certified coaches who are neurodivergent themselves. The blog articles and podcast shared on this website are full of insight for SLPs, educators and parents to learn more about topics such as Neurodivergent Masking or how to talk to your child about their neurodiversity.

  • Learning from Autistic Adults

    The Facebook group, “Autism Inclusivity”, is a great group to join and learn from. Many autistic adults share their experiences and answer questions from parents, professionals and other autistic individuals. By reading their questions and responses, we can better support autistic individuals with compassion, empathy and understanding.

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