DEFINITION:

According to the American Speech Language Hearing Association (ASHA), “Social communication disorder (SCD) is characterized by difficulties with the use of verbal and nonverbal language for social purposes. Primary difficulties are in social interaction, social cognition, and pragmatics. Specific deficits are evident in the individual’s ability to

•      communicate for social purposes in ways that are appropriate for the particular social context;

•      change communication to match the context or needs of the listener;

•      follow rules for conversation and storytelling;

•      understand nonliterate or ambiguous language; and

•      understand what is not explicitly stated.

This definition is consistent with the diagnostic criteria for Social (Pragmatic) Communication Disorder detailed in the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5; American Psychiatric Association [APA], 2013)” (Social communication disorder, 2018).

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CAUSE:

“The cause of social communication disorder as a distinct diagnosis is not known. It is often defined in terms of the specific condition with which it is associated” (Social communication disorder, 2018). 

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MANIFESTATIONS: 

“Signs and symptoms of social communication disorder include deficits in social interaction, social cognition, and pragmatics. 

Specific behaviors affected by social communication disorder depend on the individual’s age, his or her expected stage of development and the communication context. Some examples of behaviors affected by social communication disorder include

• using appropriate greetings;

• changing language and communication style based on setting or partner;

• telling and understanding stories;

• engaging in conversation (e.g., initiating or entering a conversation, maintaining the topic, taking turns);

• repairing communication breakdowns (e.g., rephrasing when misunderstood);

• using appropriate verbal (e.g., prosodic) and nonverbal (e.g., gestures) signals to regulate an interaction;

• interpreting the verbal and nonverbal signals of others during an interaction

• understanding ambiguous or figurative language;

• understanding information not explicitly stated (inferring); and

• making and keeping close friendships.

Variations across all areas of social communication occur within and across cultures. Differences related to cultural norms are not considered disorders” (Social communication disorder, 2018).   

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PREVALANCE:

Determining the exact estimates of the prevalence of social communication disorder has been problematic because various investigations resort to wide-ranging populations and retain inconsistent or abstruse definitions of the disorder. However, “A population estimate based on a community sample of more than 1,300 kindergarteners suggests that pragmatic language impairment occurs in about 7.5% of children and affects more boys than girls by a ratio of 2.6:1.0” (Social Communication Disorder, 2018). One thing worth noting is, research shows that there have been higher prevalence rates in people with language disorders. 

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TREATMENT PLANS:

Treatment planning generally identifies the worth of connecting individuals with family and friends, considers diverse range of options in standards and values, concentrates on efficient outcomes and modifies goals to address the individual’s specific needs in various natural environments. 

According to ASHA, “Treatment typically involves collaboration with a variety of professionals (e.g., classroom teachers, special educators, psychologists, and vocational counselors)” (Social communications disorder, 2018). 

Most treatment strategies focus on encouraging proactive engagement and developing independence in ordinary communication settings. As stated by ASHA, “One-on-one, clinician-directed interventions are useful for teaching new skills. Group interventions are used in conjunction with one-on-one services to practice skills in functional communication settings and to promote generalization. In school settings, intervention often includes environmental arrangements, teacher-mediated interventions, and peer-mediated interventions” (Social communication disorder, 2018).