Professional Resources

When supporting children with social communication difficulties in the classroom, it is important to remember that the profile for every child is different, and that their needs may change over time. It is vital that we take time to gain a clear picture of the child/young person's individual needs so that we can put appropriate support in place.

Support Strategies

Visual timetables

Visual timetables use symbols or photographs to help children understand what they are doing over a period of time. Visual timetables do not always need symbols/photographs – they can be accompanied or replaced with text particularly for older or more able pupils.  

More information

First & then boards

A ‘First and Then Board’ (sometimes known as ‘Now and Next’) is a strategy that can be used to visually communicate instructions or expectations to a child. Children can often be supported to engage in a less preferred activity first, if they know they can do a preferred activity once this is complete. Now and next board can also help alleviate anxiety related to transitions or changes in routine.

More information

Working towards board

A Working Towards (or Working For) Board is a visual token reward system. The child can select a motivating “reward” from an individual choice board. The child earns a token (how many is determined in advance depending on the child’s needs) for an agreed target (again, individualised to the child’s needs).

More information

Social stories

Social stories can be created for both routine situations in the classroom/school and for reinforcing positive behaviours. They can also be useful in supporting larger transitions such as the move to a new class or school. It is often useful to include pictures and the amount of text should be based on the child’s individual needs.

More information

Supporting working partnerships

Children may benefit from explicit teaching of social rules when working with others. Some children may benefit from a visual reminder or list of the important elements expected in the task for everyone to refer to/check off when working.

Supporting children to recognise and regulate their own emotions

Some children with social communication difficulties may need support to recognise, understand and manage their emotions. Staff could label their own emotions and encourage children to name theirs. Using emojis or colours to represent different emotions can help children to communicate how they are feeling.

More information

Recognising emotions in others

Recognising what others are feeling can also be a challenge. This is because people communicate how they are feeling in lots of different ways, such as through their facial expression or body language, which may not be obvious to someone with social communication difficulties. Showing children the different ways that someone might tell you how they are feeling is important, as they may have to learn these rather than being able to do it automatically.

Explicitly teaching behaviours for learning

It may be important to teach children ways of behaving which allow them to listen and process information in the best way. This might be helping children to organise their workspace, making it clear when they are expected to listen, even making sure that the way they are sitting is right. Removing distractions is a key part of this process. Adults can also model these behaviours so that pupils can see them in action.

Using technology to help with communication

There is an increasing amount of technology available to help with communication. This may involve software which helps pupils to read information more easily or turn their verbal communication into text for them. Touch screen devices can also be used to help children communicate their decisions – for example, by displaying a range of pictures which children can then tap to select.

More information

Communication happens when one person sends a message to another person. This can be verbally or non-verbally. Interaction happens when two people respond to one another - two-way communication.  

A person with social communication needs may display a number of social communication differences to their friends. It is important to remember that not every item on the following list applies to all. They may:

• Not respond, or may take longer to respond, to verbal communication by other people.
• Find eye contact uncomfortable
• Rarely use nonverbal gestures to communicate (for example, nodding their head or gesturing with their hands).
• Not take social cues from other people’s actions (for example lining up in a queue, stop talking when the teacher enters the room). 
• Echo words they hear – they may repeat patterns of words without attaching any apparent meaning to them. They may be exceptional at mimicry and use this effectively to fit in socially.
• Have difficulty effectively communicating their own wants and needs. This often leads to frustration.
• Display a reduced tendency to share their interests with others, or the sharing is unequal (for example, the person may talk excessively about their own interests without referencing to see if the other person is interested).

Support for learning social rules

Teaching social skills and expectations can have a positive effect on a person’s self-confidence and mental wellbeing. Some areas in which children with social communication needs may need individualised support include:

• Starting and maintaining conversations
• Asking for help
• Sharing
• Reading non-verbal cues
• Recognising emotional responses
• Becoming aware of appropriate proximity and personal space
• Learning to compromise and resolve conflict
• Coping with losing
• Protective and risk reduction behaviours
• Learning to deal with peer pressure or bullying
• Developing positive friendship skills.

Support for understanding emotions

Children and young people with social communication needs experience a range of emotions, but they might need support to recognise, understand and manage them. They might also need support to recognise, interpret and respond appropriately to other people’s emotions.

For example they might not notice when someone else looks confused or feels upset or angry. Or they might see someone who’s upset and incorrectly think that the person is angry at them.

You can use everyday interactions to help children learn about emotions. Here are some ideas and tips:

• Label emotions as you come across them during the day. You can point out emotions when reading or watching videos.
• Point out the child’s emotions. For example, ‘You’re smiling. You must be happy’.
• Help your child work out how their body feels when they’re feeling an emotion. For example, ‘You look nervous. Do you have a funny feeling in your tummy?’
• Draw a picture of the body to show where people feel emotion – for example, sweaty palms or a faster heartbeat.
• Ask the child to draw how they’re feeling.

Additional websites and resources

National Autistic Society -  Communication tips

Social skills for autistic pre-teens and teens

Language for behaviour and emotions

Teachers play a crucial role when it comes to helping children create, develop, and maintain friendships within the classroom. It is important to remember that everyone is different, and we are thinking about ways to create an inclusive environment.

The social skills involved in making and maintaining friends can be complicated. You may notice some young people in your class find it harder to make friendships than others and there may be some young people that seem content in their own company. This may be through choice, but it does not always mean they do not want a friend; it could be that they are not sure of how to go about making a friendship.

Within the school environment there are naturally occurring learning opportunities for young people to be able to practice their skills and understanding of what is involved when interacting with others. For most learners, being taught a skill within a natural environment is more likely to be successful.

Support Strategies

Classroom agreement 

You could work together with your class to come up with some rules on how to interact with each other in the classroom. These can include things like not talking when others talk and how to be respectful and kind to one another.

What friendship means to me

A communication dice can be used as a fun activity to help start a conversation.

A Sensory Circuit is a sequence of activities done repeatedly to provide a child with the right type of sensory input in order to calm and organise them for the day or activity ahead.

Norfolk & Waveney Children and Young People's Health Services deliver the;

• Norfolk Healthy Child Programme
• Norfolk & Waveney Children's Speech and Language Therapy Service

Call Just One Number to speak to a health professional by phoning 0300 300 0123. They will be able to provide advice and support, guide next steps with us and support with referrals or signpost you to other more relevant agencies and professionals.

Just One Number is available 08.00 to 18.00 Monday to Friday and 09.00 to 13.00 on Saturdays.

All referrals for the Norfolk Healthy Child Programme are made by contacting Just One Number on 0300 300 0123. Please make sure you have the consent of the parent and / or young person before you make a referral to us. You do not need to fill out any paperwork prior to this call.

Referrals are made via the telephone to enable us to have an informative conversation with you at the point of referral so we can ensure we have all the required information for early triage and assessment of the child, young person or family. This will ensure the referral gets managed by the appropriate team in a more timely way or we can signpost you to a more appropriate service.

Norfolk & Waveney Children's Speech and Language referrals are made by completing a pre assessment and referral form.

Referral information and guidance

Children and Young people aged 11-19 can access us through our text messaging service on 07480 635060. They will be able to discuss any health concerns with one of our Practitioners and also be able to request an appointment if they would prefer to meet with us.

Parents can access our services by calling 0300 300 0123 or texting  07520 631590. This allows them to access the advice and support from a clinician about any health issues affecting their children aged 0-19.

Young people age 16-19 can download this app on Apple or Android phones. It provides young people age 16-19 with general health information and advice to increase health literacy.

It signposts to services and promotes self care. It aims to increase resilience and wellbeing and to find out how to access health services.

Parents can be signposted to this. It is a carefully monitored online community forum which allows local parents and carers to talk with each other regarding issues affecting their children. This can be accessed through our Just One Norfolk website.

All Norfolk parents, carers and professionals can access this free of charge. It supports parents and carers to feel more confident in understanding their children and young people via 9 online modules.

Staff working with children and families will also benefit from this – or they can book to do the two day Solihull Training provided by our service by contacting karin.bibby@nhs.net. While COVID-19 restrictions are in place please contact Karin Bibby to register your interest in virtual training as this becomes available.