Social interactions operate on multiple levels simultaneously: verbal communication, nonverbal cues, social timing, and unspoken rules. This creates cognitive overload for neurodivergent children. Their difficulties with perspective-taking, sensory processing, and executive functioning can make social situations feel like complex puzzles without clear solutions. The hidden curriculum of social interaction, which neurotypical children learn intuitively, requires explicit instruction for many neurodivergent learners.
Social skills are not innate abilities but learned competencies that require practice and instruction. Without structured social learning, neurodivergent children may develop anxiety about social situations or use ineffective strategies that limit their connections with others. Research shows that explicit social skills instruction, combined with practice opportunities, significantly improves social outcomes and reduces isolation. Early intervention helps children build genuine relationships rather than just social compliance.
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