{"id":452716,"date":"2025-12-23T00:03:17","date_gmt":"2025-12-22T23:03:17","guid":{"rendered":"https:\/\/www.dynseo.com\/social-skills-and-pragmatics-developing-social-communication\/"},"modified":"2025-12-27T00:51:22","modified_gmt":"2025-12-26T23:51:22","slug":"social-skills-and-pragmatics-developing-social-communication","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/social-skills-and-pragmatics-developing-social-communication\/","title":{"rendered":"Social Skills and Pragmatics: Developing Social Communication"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_code admin_label=&#8221;HTML import\u00e9&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<style type=\"text\/css\">\n:root { --primary-color: #00695c; --secondary-color: #e65100; --text-color: #333; --light-bg: #f8f9fa; --border-color: #e0e0e0; }\n.dbi-art-51c986 { font-family: 'Segoe UI', Tahoma, Geneva, Verdana, sans-serif; line-height: 1.8; color: var(--text-color); max-width: 900px; margin: 0 auto; padding: 20px; }\n.dbi-art-51c986 h1 { color: var(--primary-color); font-size: 2.2em; border-bottom: 4px solid var(--primary-color); padding-bottom: 15px; }\n.dbi-art-51c986 h2 { color: var(--primary-color); font-size: 1.6em; margin-top: 50px; padding-left: 15px; border-left: 5px solid var(--secondary-color); }\n.dbi-art-51c986 h3 { color: #555; font-size: 1.3em; margin-top: 35px; }\n.dbi-art-51c986 p { margin-bottom: 18px; text-align: justify; }\n.dbi-art-51c986 .intro-box { background: linear-gradient(135deg, #e0f2f1 0%, #fff3e0 100%); border-radius: 12px; padding: 30px; margin: 30px 0; border-left: 6px solid var(--primary-color); }\n.dbi-art-51c986 .intro-box p { font-size: 1.1em; margin: 0; }\n.dbi-art-51c986 .download-hero { background: linear-gradient(135deg, var(--primary-color) 0%, #004d40 100%); color: white; padding: 40px; border-radius: 15px; text-align: center; margin: 40px 0; }\n.dbi-art-51c986 .download-hero h3 { color: white; font-size: 1.5em; margin: 0 0 15px 0; }\n.dbi-art-51c986 .download-button { display: inline-block; background: white; color: var(--primary-color); padding: 12px 25px; border-radius: 25px; text-decoration: none; font-weight: bold; margin: 5px; }\n.dbi-art-51c986 .tool-grid { display: grid; grid-template-columns: repeat(auto-fill, minmax(280px, 1fr)); gap: 20px; margin: 25px 0; }\n.dbi-art-51c986 .tool-card { background: white; border: 1px solid var(--border-color); border-radius: 10px; padding: 20px; }\n.dbi-art-51c986 .tool-card h4 { margin: 0 0 10px 0; color: var(--primary-color); }\n.dbi-art-51c986 .tool-link { display: inline-flex; background: var(--primary-color); color: white; padding: 10px 20px; border-radius: 8px; text-decoration: none; font-weight: 500; margin: 5px 5px 5px 0; }\n.dbi-art-51c986 table { width: 100%; border-collapse: collapse; margin: 25px 0; }\n.dbi-art-51c986 th { background: var(--primary-color); color: white; padding: 14px 12px; text-align: left; }\n.dbi-art-51c986 td { padding: 12px; border-bottom: 1px solid var(--border-color); }\n.dbi-art-51c986 tr:nth-child(even) { background: #f8f9fa; }\n.dbi-art-51c986 .skill-card { background: white; border: 2px solid var(--secondary-color); border-radius: 12px; padding: 25px; margin: 20px 0; }\n.dbi-art-51c986 .skill-card h4 { margin-top: 0; color: var(--secondary-color); }\n.dbi-art-51c986 .faq-item { border: 1px solid var(--border-color); border-radius: 10px; margin-bottom: 15px; }\n.dbi-art-51c986 .faq-question { background: var(--light-bg); padding: 18px 20px; font-weight: 600; color: var(--primary-color); }\n.dbi-art-51c986 .faq-answer { padding: 20px; background: white; }\n.dbi-art-51c986 .toc { background: #e0f2f1; border: 1px solid #80cbc4; border-radius: 10px; padding: 25px 30px; margin: 30px 0; }\n.dbi-art-51c986 .toc h3 { margin: 0 0 15px 0; color: var(--primary-color); }\n.dbi-art-51c986 .toc ul { list-style: none; padding-left: 0; margin: 0; }\n.dbi-art-51c986 .toc li { padding: 6px 0; }\n.dbi-art-51c986 .toc a { color: var(--text-color); text-decoration: none; }<\/p>\n<\/style>\n<div class=\"dbi-art-51c986\">\n<h1>Social Skills and Pragmatics: Developing Social Communication<\/h1>\n<div class=\"intro-box\">\n    <pee><strong>Social skills<\/strong> and <strong>language pragmatics<\/strong> constitute the necessary competencies for effective communication in society: knowing what to say, how, when and to whom. Often deficient in ASD, ADHD and language disorders, these skills can be worked on explicitly. This guide presents the different social skills and strategies to develop them.<\/pee>\n<\/div>\n<div class=\"download-hero\">\n<h3>\ud83e\udd1d Download our social skills tools<\/h3>\n<p>    Social scenarios<br \/>\n    Conversation cards<br \/>\n    Emotions and faces\n<\/p><\/div>\n<div class=\"toc\">\n<h3>\ud83d\udccb In this article<\/h3>\n<ul>\n<li><a href=\"#definition\">1. What is pragmatics?<\/a><\/li>\n<li><a href=\"#habiletes\">2. Major social skills<\/a><\/li>\n<li><a href=\"#difficultes\">3. Signs of pragmatic difficulties<\/a><\/li>\n<li><a href=\"#populations\">4. Affected populations<\/a><\/li>\n<li><a href=\"#evaluation\">5. Assessment<\/a><\/li>\n<li><a href=\"#intervention\">6. Intervention strategies<\/a><\/li>\n<li><a href=\"#outils\">7. Our downloadable tools<\/a><\/li>\n<li><a href=\"#faq\">8. FAQ<\/a><\/li>\n<\/ul>\n<\/div>\n<h2 id=\"definition\">What is pragmatics?<\/h2>\n<pee><strong>Pragmatics<\/strong> is the branch of linguistics that studies the use of language in <strong>social context<\/strong>. While phonology focuses on sounds, syntax on sentence structure and semantics on word meaning, pragmatics focuses on how we use language to <strong>communicate effectively with others<\/strong>.<\/pee>\n<pee>Pragmatic skills allow us to:<\/pee>\n<ul>\n<li><strong>Adapt<\/strong> our speech to the interlocutor and context<\/li>\n<li><strong>Respect<\/strong> conversation rules (turn-taking, topic&#8230;)<\/li>\n<li><strong>Understand<\/strong> the implicit, humor, irony<\/li>\n<li><strong>Use<\/strong> non-verbal language (eye contact, gestures, expressions)<\/li>\n<li><strong>Interpret<\/strong> others&#8217; intentions<\/li>\n<\/ul>\n<h2 id=\"habiletes\">Major social skills<\/h2>\n<div class=\"skill-card\">\n<h4>\ud83d\udc4b Initiating and maintaining a conversation<\/h4>\n<pee>Knowing how to <strong>make contact<\/strong> (greet, introduce oneself), <strong>introduce a topic<\/strong>, ask questions, build on what the other person says, and conclude appropriately. This is a complex skill that requires coordinating several abilities.<\/pee>\n<\/div>\n<div class=\"skill-card\">\n<h4>\ud83d\udd04 Respecting turn-taking<\/h4>\n<pee>Knowing how to <strong>wait your turn<\/strong> to speak, not interrupt, recognize signals that indicate the other person has finished (pause, eye contact). A skill often difficult in ADHD and ASD.<\/pee>\n<\/div>\n<div class=\"skill-card\">\n<h4>\ud83c\udfaf Staying on topic<\/h4>\n<pee>Staying on the <strong>conversation theme<\/strong>, making relevant comments, avoiding digressions or abrupt topic changes. Also knowing how to change the subject appropriately.<\/pee>\n<\/div>\n<div class=\"skill-card\">\n<h4>\ud83d\udc40 Using and interpreting non-verbal cues<\/h4>\n<pee><strong>Eye contact<\/strong>, <strong>facial expressions<\/strong>, <strong>distance<\/strong>, <strong>gestures<\/strong> are integral parts of communication. Knowing how to use and decode them is essential.<\/pee>\n<\/div>\n<div class=\"skill-card\">\n<h4>\ud83c\udfad Understanding emotions and intentions<\/h4>\n<pee>Identifying <strong>emotions<\/strong> in oneself and others, understanding the <strong>intentions<\/strong> behind behaviors (theory of mind), adapting one&#8217;s response accordingly.<\/pee>\n<\/div>\n<div class=\"skill-card\">\n<h4>\ud83d\udcd6 Understanding implicit and figurative language<\/h4>\n<pee>Understanding what is <strong>not explicitly said<\/strong>: implications, irony, metaphors, idiomatic expressions, humor. Difficult for people with ASD who may take language literally.<\/pee>\n<\/div>\n<h2 id=\"difficultes\">Signs of pragmatic difficulties<\/h2>\n<table>\n<thead>\n<tr>\n<th>Domain<\/th>\n<th>Observed difficulties<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Conversation<\/strong><\/td>\n<td>Monologuing, doesn&#8217;t respond to questions, changes subject without warning, doesn&#8217;t share the interlocutor&#8217;s interests<\/td>\n<\/tr>\n<tr>\n<td><strong>Turn-taking<\/strong><\/td>\n<td>Interrupts, doesn&#8217;t let the other person speak, or conversely never intervenes<\/td>\n<\/tr>\n<tr>\n<td><strong>Non-verbal<\/strong><\/td>\n<td>Avoids eye contact, inappropriate distance (too close\/far), limited or inappropriate facial expressions<\/td>\n<\/tr>\n<tr>\n<td><strong>Adaptation<\/strong><\/td>\n<td>Speaks the same way to a child as to an adult, doesn&#8217;t adapt to formal\/informal context<\/td>\n<\/tr>\n<tr>\n<td><strong>Comprehension<\/strong><\/td>\n<td>Takes everything literally, doesn&#8217;t understand humor, implications, irony<\/td>\n<\/tr>\n<tr>\n<td><strong>Emotions<\/strong><\/td>\n<td>Difficulty identifying emotions in others, inappropriate emotional reactions<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"populations\">Affected populations<\/h2>\n<ul>\n<li><strong>ASD (Autism Spectrum Disorder)<\/strong>: pragmatic difficulties at the core of the disorder<\/li>\n<li><strong>ADHD<\/strong>: impulsivity impacting turn-taking, listening difficulties<\/li>\n<li><strong>DLD (Developmental Language Disorder)<\/strong>: pragmatic difficulties often associated<\/li>\n<li><strong>Social (pragmatic) communication disorder<\/strong>: pragmatic difficulties without other ASD characteristics<\/li>\n<li><strong>Intellectual disability<\/strong>: delay in social skills acquisition<\/li>\n<\/ul>\n<h2 id=\"evaluation\">Assessment of pragmatic skills<\/h2>\n<pee>Assessment is conducted by a <strong>speech therapist<\/strong> and\/or <strong>psychologist<\/strong>. It includes:<\/pee>\n<ul>\n<li><strong>Observation<\/strong> in natural communication situations<\/li>\n<li><strong>Questionnaires<\/strong> completed by parents\/teachers<\/li>\n<li><strong>Specific tests<\/strong>: understanding emotions, social situations, metaphors<\/li>\n<li><strong>Conversation analysis<\/strong>: video, transcription<\/li>\n<\/ul>\n<h2 id=\"intervention\">Intervention strategies<\/h2>\n<h3>Explicit instruction<\/h3>\n<pee>People with pragmatic difficulties <strong>don&#8217;t learn naturally<\/strong> social rules through observation. They must be <strong>taught explicitly<\/strong>: break down skills, explain rules, give concrete examples.<\/pee>\n<h3>Social stories (Carol Gray method)<\/h3>\n<pee>Short texts describing a <strong>social situation<\/strong>, expected behaviors and their justification. Personalized for the child, read regularly before the relevant situation.<\/pee>\n<h3>Role-playing and video modeling<\/h3>\n<pee><strong>Acting out<\/strong> social situations for practice. Watching <strong>videos<\/strong> showing appropriate behaviors. Analyzing movie clips.<\/pee>\n<h3>Social skills groups<\/h3>\n<pee>Sessions in <strong>small groups<\/strong> with peers, supervised by a professional. Allow practice in a safe environment with immediate feedback.<\/pee>\n<h3>Visual supports<\/h3>\n<pee><strong>Pictograms<\/strong>, <strong>comic strips<\/strong>, <strong>cards<\/strong> help understand and memorize abstract social rules. Thought bubbles to visualize what others are thinking.<\/pee>\n<h2 id=\"outils\">Our downloadable tools<\/h2>\n<div class=\"tool-grid\">\n<div class=\"tool-card\">\n<h4>\ud83d\udcd6 Social scenarios<\/h4>\n<pee>Short illustrated stories describing common social situations and expected behaviors. To prepare for difficult situations.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\ud83d\udcac Conversation cards<\/h4>\n<pee>Cards with conversation starters, topics, questions to ask. To practice initiating and maintaining a discussion.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\ud83d\ude0a Emotions and faces<\/h4>\n<pee>Emotion cards with real face photos. To learn to recognize facial expressions and their meanings.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\ud83d\udcad Thought bubbles<\/h4>\n<pee>Support to visualize what characters are thinking in different situations. Works on theory of mind.<\/pee>\n        Download\n    <\/div>\n<\/div>\n<h2 id=\"faq\">Frequently asked questions<\/h2>\n<div class=\"faq-item\">\n<div class=\"faq-question\">\ud83d\udccc Can social skills be learned?<\/div>\n<div class=\"faq-answer\">\n        <pee><strong>Yes<\/strong>, social skills can be taught and learned, even if they don&#8217;t come naturally. Teaching must be <strong>explicit, concrete and repeated<\/strong>. Progress is possible at any age, though early intervention is preferable. However, it often remains more cognitively demanding for these individuals than for those who acquire them naturally.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"faq-item\">\n<div class=\"faq-question\">\ud83d\udccc My child speaks very well but has trouble with others, why?<\/div>\n<div class=\"faq-answer\">\n        <pee>This is typical of a <strong>pragmatic disorder<\/strong>. The child masters formal language (vocabulary, grammar) but not its social use. They may have a rich vocabulary and speak like an adult, while struggling to have a true reciprocal conversation or understand implicit social codes.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"faq-item\">\n<div class=\"faq-question\">\ud83d\udccc Are social skills groups effective?<\/div>\n<div class=\"faq-answer\">\n        <pee>Studies show <strong>effectiveness<\/strong> of structured social skills groups, especially when they include parents to generalize skills. Improvement is often observed within the session context; <strong>transfer<\/strong> to real-life situations requires specific generalization work.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"download-hero\">\n<h3>\ud83e\udd1d Ready to develop social skills?<\/h3>\n<pee>Discover all our free tools for working on social communication.<\/pee>\n    Discover all tools \u2192\n<\/div>\n<hr style=\"margin: 50px 0; border: none; border-top: 2px solid #e0e0e0;\">\n<pee style=\"text-align: center; color: #666;\"><em>Article written by the DYNSEO team in collaboration with speech therapists. Last updated: December 2024.<\/em><\/pee>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"What is pragmatics in language development?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Pragmatics is the branch of linguistics that studies the use of language in social context. While phonology focuses on sounds, syntax on sentence structure and semantics on word meaning, pragmatics focuses on how we use language to communicate effectively with others. 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