School finishes on Wednesday 24th July at 1:45pm

Yeading Junior School

Learning, Working and Achieving Together

Communication and Interaction

Communication and interaction


Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Communication and interaction needs could include:

  • difficulties with producing or responding to expressive or receptive language
  •  difficulties uttering speech sounds
  • difficulties understanding spoken and other communications from others
  • difficulties with understanding age-related social conventions of interaction, such as turn-taking during conversations or appropriate level of physical contact during play

Provision/Strategies applied at YJS


  • Modelling language
  • Small group or individual language sessions
  • Language programme devised by a SALT.
  • Allow time for child to process and respond.
  • Introduce a variety of ways through e.g. rhymes, songs, poems, drama
  • All attempts to speak/communicate are supported.
  • Reduce pressure to speak and provide alternative means of contribution such as; laptop, whiteboard, etc.
  • Consider how much information a child can manage when giving instructions e.g. awareness of complexity of vocabulary and amount of information carrying words
  • Tailor delivery style according to the learner’s needs e.g. ‘bossy talk’ (give name and clear short instruction) or language modification techniques
  • Ask children to repeat instructions to clarify their understanding
  • Extra time to process what has been said
  • Think about the environment and limiting any distractions
  • Check the child’s attention is engaged before talking to them; use their name first before giving them an instruction 
  • Check that hearing has been tested


  • Use the child’s name first to draw their attention followed by key word
  • Instructions e.g. Jamie, stop.
  • Simple instructions (avoiding idioms or explaining them) 
  • Use positive language, telling them what you want them to do
  • Using literal language (avoiding sarcasm and figures of speech or explaining them) 
  • Much of what is communicated is non-verbal so be very aware of body language
  • Awareness of appropriate tone of voice (calm, not too loud)
  • Awareness of rate of speech (slow down)
  • Small group / 1 to 1 tasks and activities to cover turn taking and social skills
  • Clear communication of expectations
  • Develop group work skills by targeted teaching to address specific skills, e.g. turn-taking 
  • Understand how to initiate, repair and maintain relationships
  • Opportunities for supported play with peers


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