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The purpose of this article is to assist others in recognizing and understanding the subtle and not so subtle problems that do occur. The presence or intensity of the following social communication and language characteristics of high-functioning individuals with autism spectrum disorders may vary by age and by individual.
Some of these characteristics are found in others who do not have an autism spectrum disorder, for example, in individuals with language or learning disabilities.
With increasing age and increasing communication competency, most of these characteristics lessen or disappear for those who do not have an autism spectrum disorder.
It is the frequency and persistence of some of these characteristics from childhood into adulthood that exemplifies the syndrome of autism.
Language Characteristics Although the ability to exchange meaningful messages is the heart of communication, it is important to look at the characteristics of the language used to convey the messages.
Individuals with autism spectrum disorder may: Appear to have a good vocabulary and a sophisticated command of the language system based on their verbal utterances.
In some instances sophisticated language may reflect repetition of bits of dialogue heard on television or in the conversation of others. This mitigated echolalia may or may not be used in appropriate contexts. Of course, some individuals may have an excellent verbal repertoire.
Appear to have difficulty with figurative language such as idioms, metaphors, similes, and irony. Appear to have difficulty recognizing in contextual conversational or text print situations that certain vocabulary words may have alternative meanings.
Appear to respond to suggestions, directions, or information in a very literal manner.
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Appear to have some difficulty grasping the main idea, drawing conclusions and making other inferences from conversation, text, TV programs, and movies. Appear to have difficulty understanding humor in television programs, movies, cartoons animated and staticand everyday interactions.
Appear to understand basic sentence structure but may have more difficulty with more complex sentences that contain embedded and subordinate clauses.
May primarily attend to key words rather than to the message conveyed by the grammar; may also have difficulty understanding the grammar and thus resort to the key word strategy. Will experience difficulties in reading comprehension if comprehension of oral language is poor.
May not be connecting idea to idea from conversation or text, e. Communication within a social situation can be more challenging than just understanding the words of others. There are unwritten rules that govern interactions and these may change depending on the circumstances and whom one is talking to.
The individual with an autism spectrum disorder may: This impacts social interaction and the understanding of perspective in narratives whether in text, movies, or TV format.
Have difficulty understanding that other people have unique thoughts, ideas, and personal motivation. Give no or minimal eye contact during an interaction; eye contact may be distracting or provide more sensory information than can be useful or processed by the person with ASD.
Speak too loudly or too fast unless taught about the needs of his or her communication partner. Have difficulty staying on topic; may be distracted by associations cued by his or her own words or the dialogue of others. Talk aloud to self in public situations and be unaware that others can hear the content of the self talk and will make judgments about them based on what was heard.
Have difficulty attending to an auditory message if stressed, agitated, or highly stimulated. Make statements that are factually true but socially inappropriate because of lack of awareness of the impact of his or her statement on others.
Not know strategies to initiate, terminate, or facilitate a conversation. Have difficulty knowing that he or she has the responsibility to give the communication partner sufficient information to understand the message. In addition, he or she may have difficulty surmising what information the partner already has and what new information is needed.
Not monitor his or her own comprehension of incoming messages and therefore does not seek clarification, when needed.
Seek to promote an inflated or positive self image by using pseudo-sophisticated language; sometimes this strategy is used to mask the degree of underlying comprehension problems that the person really experiences during daily living situations or within school activities.
Lie with the intent of getting people to leave him or her alone rather than with an intent to deceive or manipulate. In general, is not effective at deception. Utilize, on occasion, old behavior or communication patterns for more appropriate verbal social communication.4 Essential Keys to Effective Communication in Love, Life, Work--Anywhere!: A How-To Guide for Practicing the Empathic Listening, Speaking, and Dialogue Skills to .
By: Ellen Fink-Samnick, LCSW, CCM, CRC. With the passage of healthcare reform legislation in early , care coordination continues to attract national attention as an important component of service delivery to achieve quality, efficiency, and efficacy goals.
Click on the map or use the pull-down menu to find your location-specific resources. Principles of communication in adult social care settings Outcome 1 Understand why effective communication is important in adult social care settings People communicate for a variety of different reasons.
This page, edited by Mark Smith, is introduced to reflect the growing interest in social pedagogy in the UK.
A principal focus of the page is residential child care though the ideas which underpin social pedagogy have relevance to the nurture of all children.
This article and discussion in general is so important. My view and judgement is unimportant either way. I grew up in a catholic family where we didn’t discuss sex, so my sex education came from peers, my Catholic school and Cosmopolitan Magazines.