Why Some Autistic Kids Do Not Like Talking About What Happened in School
Many autistic children may not prefer talking about what happened in school, which can impact their social interactions and language development. Understanding the reasons behind this can help in creating effective teaching and therapeutic strategies to enhance their language development and social participation.
Possible Reasons
Sensory Sensitivities Autistic children often have heightened sensitivity to sensory stimuli. The school environment can be overwhelming, making it challenging for them to relax and talk about their day after school (Ben-Sasson et al., 2009).
Executive Function Variations Autistic children may experience differences in planning, organizing, and remembering the sequence of events. These variations in executive function can make it harder for them to recall and narrate what happened during the day (Hill, 2004).
Communication Differences Autistic children may have unique ways of expressing themselves and communicating, which can make it challenging for them to describe their experiences in conventional ways. Additionally, differences in pragmatic language use can make social interactions feel uncomfortable (Tager-Flusberg, 1999).
Individual Interests Autistic children might have focused interests that they prefer to discuss rather than sharing daily experiences. They may find more joy and comfort in talking about their special interests than in recounting their school day (Chevallier et al., 2012).
Anxiety and Emotional Responses School can be a source of stress and anxiety for some autistic children. Talking about these experiences may trigger unpleasant emotional memories, causing them to avoid such discussions (White et al., 2009).
Evidence-Based Support
Research indicates that sensory processing differences, executive function variations, and pragmatic language differences are primary reasons why autistic children may not prefer talking about their school experiences. These factors influence their ability to express themselves and their social motivation (Ben-Sasson et al., 2009; Hill, 2004; Tager-Flusberg, 1999; Chevallier et al., 2012; White et al., 2009).
Recommendations
Create a Calm and Supportive Communication Environment Reducing sensory stimuli and providing a quiet environment can help autistic children feel more comfortable discussing their experiences.
Use Visual Supports Utilizing pictures, communication boards, or other visual aids can assist them in recalling and describing their day.
Gradual Questioning Start with simple questions, such as "Did you do anything fun today?" and gradually guide them to describe more detailed situations.
Enhance Engagement Through Interests Encourage discussions around their special interests, increasing their comfort and motivation to talk about their daily lives.
Provide Emotional Support Offer emotional support and reassurance, making them feel safe and comfortable when discussing potentially stressful experiences.
Conclusion
Understanding why autistic children may not prefer talking about school experiences and providing appropriate support can effectively promote their language and social development.
References
Ben-Sasson, A., et al. (2009). A Meta-Analysis of Sensory Modulation Symptoms in Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 39(1), 1-11.
Chevallier, C., et al. (2012). The Social Motivation Theory of Autism. Trends in Cognitive Sciences, 16(4), 231-239.
Hill, E. L. (2004). Executive Dysfunction in Autism. Trends in Cognitive Sciences, 8(1), 26-32.
Tager-Flusberg, H. (1999). A Psychological Approach to Understanding the Social and Language Impairments in Autism. International Review of Psychiatry, 11(4), 325-334.
White, S. W., et al. (2009). Anxiety in Children and Adolescents with Autism Spectrum Disorders. Clinical Psychology Review, 29(3), 216-229.