Professional Documents
Culture Documents
Triad of Impairments
Social
Relationships
Social
Communication
ASD
Rigidity of Thought,
Behaviour and Play
(Social Understanding)
Communication
Some children may not use spoken language to
communicate, and may use non-verbal means instead,
e.g. pushing, biting, squealing, crying
Even children with developmentally appropriate verbal
skills may have problems with their use of language
when talking to others (pragmatics). They may have
difficulties with their non-verbal communication as well.
May not understand subtle conversational clues e.g.
facial expressions indicating surprise, anger etc. and
may therefore not know to look contrite.
May have difficulties with concepts e.g. more / less, time
(including the need to wait)
Inability to ask questions to establish another persons
view point, but may ask repetitive questions e.g. What's
your name? This may mask unspoken anxieties in the
child or indicate that they have not understood.
Communication
Some children may use unusual intonation with
stereotypical, stilted speech (or a sing-song intonation
pattern)
May have a very literal understanding of speech therefore may fail to follow a lot of classroom language
e.g. "its time to go outside" may mean take your apron
off, get your coat and line up at the door" but a child with
ASD may think they can go straight outside and may
consequently appear disobedient. Literality can lead to
distress e.g. go to the toilet and wash your hands"
Repetition of chunks of language heard in other
situations/videos - may sound clumsy or odd
Social Relationships
Child may display general awkwardness in social
situations
May be unable to interact appropriately with peers
Difficulty in making friends may initiate and want
social contact, but lack understanding and skills to
carry through
Unusual facial and/or physical gestures (smiles,
grimaces, eye-contact)
Social Relationships
Problems with social distance
Child may have difficulties with conventional
turn-taking and sharing. May start/finish
conversations abruptly or fail to answer
appropriately.
Child may not see themselves as a part of group
Motivation may not be rewarded by success at
tasks
(They are not being lazy or obstinate!)
Hypo
activity
Discussion Points