Improving Social Communication

in Children with High Functioning ASD

Tonya Agostini Aspect Autism in Education Conference, Sydney 31st July-1st August, 2014

My Experiences with Language Learning and ASD • Language and linguistics training (16 years )

• A child with autism (13 years)/SS groups (5yrs)

• Autism Research and SLA (8 years)

speech

communication

food

self-care anxiety

routines

play skills behaviour

relationships

Aims of the Workshop

1. Discuss how social communication is affected in people autism spectrum disorder

2. Review some key concepts about social communication

3. Discuss some Evidence-Based Social communication interventions teasy to use and accessible

How is Social Communication

Affected in Autism Spectrum Disorder?

Autism Spectrum Disorder

Autism presents itself in two main ways:

• Deficits and delays in social communication and interactions

• Restricted interests and repetitive behaviours

Diagnostic and Statistical Manual of Mental Disorders, fifth ed. (DSM5) (APA, 2013)

Social Communication differences in Autism Spectrum Disorder

Timing of Speech Differences

• Don’t seem to hear speech in environment

• Abrupt entry and exit into conversations

• Long pauses in conversation

Manner of Speech Differences

• Lack of eye contact

• Lack of use of gestures

Social Communication differences in Autism Spectrum Disorder

Quality of Speech Differences

• Repetitive speech or echoing (echolalia)

(e.g., reciting movie lines)

• restricted reasons for speaking

• Inappropriate topics, thinking aloud without thought of who is listening

Quantity of Speech Differences

• Intense special interest talk (cars, movies)

• Talk for too long or do not talk not at all

Some Key Concepts about

Social Communication

Types of Speech Acts

Direct vs. Indirect Speech

• Greeting:

direct- “Hello”

indirect-“Nice weather today"

• Request:

direct-“Pass me the mashed potatoes?"

indirect-“I can’t reach the mash potatoes"

• Complaint:

direct-“My steak is taking a long time to arrive”

indirect-“Did they have to go and catch the cow?”

Direct vs. Indirect Speech

• Invitation:

direct-“Will you come to my party on Saturday?”

Indirect-“I’m having a party Saturday night"

• Compliment :

direct-“I like your dress”

indirect-“I’d like a dress like that”

• Refusal:

direct-“I can’t come tonight”

indirect-“I wish I could go"

Nonverbal Communication

•Facial expressions

•Natural gestures

•Cultural gestures

•Eye-contact

•Head-shaking and nodding

•Body posture

Why is Social Communication impaired in ASD?

• Theory of mind deficits (difficult to predict what others think) • Weak Central Coherence tendencies (focus on details rather than big picture) • Multisensory Information processing deficits (voice, facial expression, body language)

Social Communication is multisensory and it is difficult for people with ASD to process what they

see, hear, feel and smell all at the same time

Davy Jones Captain of Ghost Ship in Pirates of Carribean

She is showing interest, he keeps looking at the object

She sits down and joins in, he keeps his focus on the object

She adds to the object, he allows her to but does not shift his gaze

She shifts her body posture communicate face to face

She tries again to make face to face contact

She’s feeling unsure, he’s looking away talking

He still hasn’t looked at her face, he continues reciting lines

She’s showing her suggestion, he doesn’t look at it or her

She adds her part , he seems to be wincing but allows it

Practical Strategies to Improve Social Communication in

High Functioning Autism Spectrum Disorder?

Evidence-Based Social Communication Interventions

•Social Stories and journals

•Video Modelling

•Social Skills Groups

•Prompting/cues (playdates)

Social Stories or Journaling

Social Skills Flip Book Idea www.avspeechtherapy.com

Video Modelling-Sharing

Social Skills Groups Ideas

Lego Robotics Software Billy Carts Bushwalking Craft Top Gear Cycling Games

Use prompts and cues to keep conversation flowing

Who can help? • Parents (Daily interactions) • Special Needs Teachers (Monitor at school) • Psychologists (10 visit p.a. GP Mental Health Care Plan) • Speech Pathologists • Community Organisations e.g., ASPECT, Learning

Links, Georges River Life Care run courses and social skills groups

Helpful Courses • Hanan ‘More than Words’ for ASD (early years) • Emotion-based Social Skills Training for ASD (8 yrs +) • Cool kids for ASD (8 years +)

It’s a Marathon Not a Sprint

Thank You for Listening

Feel free to contact me about this topic or

to discuss participating in my Italian L2 learning in Autism research project

Tonya Agostini t.agostini@uws.edu.au