Social Communication

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Be aware of differences between outward expression and internal emotional state and adjust communication approaches accordingly.
• Use clear, concise language and chunk instructions into manageable steps, allowing adequate processing time before expecting a response.
• Check understanding regularly, using strategies such as asking the child to repeat or demonstrate what they need to do.
• Use visual supports (e.g. symbols (Widgit, photo cards, objects of reference and Social Stories), ),alongside consistent non-verbal cues, to support understanding, communication and participation (consider Blank's Levels of Questioning where developmentally appropriate).
• Provide structured choices (e.g. forced alternatives) to support understanding, decision-making and expressive communication.
• Provide consistent routines supported by visual timetables and clear expectations, with advance warning of any changes.
• Use "Now-Next" or "First-Then" approaches to support task engagement and transitions.
• Explicitly teach social and communication skills, breaking learning down into small, manageable steps and focusing on one skill at a time (e.g. asking for help, conversational turn-taking, understanding social rules).
• Teach specific social and behaviour skills through explicit adult modelling, using role play and concrete examples to support understanding of rules and social interaction.
• Use modelling and structured teaching approaches (e.g. role play, use of toys/props, social stories or comic strip conversations) to demonstrate and rehearse social interactions in meaningful contexts.
• Use the child's interests to support engagement, motivation and participation across activities.
• Provide specific, positive reinforcement for effort, engagement and use of strategies, not just outcomes.

Targeted

• Use appropriate Augmentative & Alternative Communication (AAC) approaches, introduced gradually and used consistently by all adults and shared across home and educational settings to support understanding and expressive communication (e.g. Picture Exchange Communication System (PECS), commonly used words as symbols on lanyards (e.g. playtime, toilet)).
• Introduce and consistently use signing or other non-verbal communication systems, starting with a small core vocabulary and building gradually, ensuring all adults and family members use the same approaches for consistency.  (please note, this could be part of a universal offer in an Early Years setting).
•  Use evidence-informed interventions such as:
  • LEGO®-Based Therapy / structured group work - for collaborative communication.
  • Intensive Interaction - to build early communication and engagement
• Use structured small group sessions with:
  • Clear roles (speaker, listener, questioner)
  • Defined activities and outcomes
• Gradually reduce adult support as confidence increases.