Autism is a pervasive developmental disorder characterised by the ‘triad’ of impairments, encompassing impairments of communication and social skills as well as a tendency towards repeated patterns of interest and behaviour (American Psychiatric Association [DSM-IV-TR], 2000). Affected individuals may interpret language very literally, causing misunderstanding when sarcasm and metaphors are involved (Rapin and Tuchman, 2008).
Children with Autism Syndrome Disorder (ASD) frequently have difficulties in using and understanding non-verbal cues such as body language, gaze and facial expression, which reduces their ability to develop friendships and other relationships. Individuals with ASD can also find changes to their routines and environment quite confronting and stressful, as they struggle to generalise their skills to new situations. New concepts need to be taught to them explicitly, step by step.
Implications of this ‘triad’ of impairments are vital in committing to appropriate training that can help a wide range of individuals on the spectrum. Conversation management, including initiation and turn-taking, constitutes a particular challenge to such individuals and can be taught directly. Furthermore, considering the atypical behaviours some individuals exhibit, social training can also be of value, especially since autistic children are easily exposed to bullying and therefore particularly vulnerable. Such training can be performed by a human tutor, but there is a substantial time cost to it. Technology could offer valuable assistance in this instance.