Understanding Nonverbal Social Cues & Teaching Them Through Play: Strategies for Children with Autism

Nonverbal communication is a critical aspect of social interaction, yet it can be particularly challenging for children with autism spectrum disorder (ASD) to interpret. Unlike spoken words, facial expressions, tone of voice, gestures, and body language convey emotions, intentions, and social expectations. For children with ASD or social communication difficulties, learning to recognize and respond to these cues can significantly improve their ability to engage with others.

Using structured play-based activities can make learning nonverbal social cues more engaging and effective. Play provides a natural and enjoyable environment where children can develop social skills in a way that feels less like traditional instruction.

The Importance of Nonverbal Cues

Research suggests that nonverbal communication accounts for up to 93% of overall communication, with 55% being body language, 38% tone of voice, and only 7% the actual spoken words (Mehrabian, 1971). This highlights how crucial nonverbal cues are in understanding emotions, intentions, and social contexts.

For children with ASD or social communication challenges, recognizing subtle nonverbal signals is particularly important because they may rely more on verbal communication and struggle to interpret gestures, tone, or facial expressions (Autism Spectrum Australia, 2022). Difficulties in reading these cues can impact peer interactions, classroom engagement, and everyday social situations.

Common but Subtle Nonverbal Cues

While some nonverbal cues are more apparent—like smiling to indicate happiness or frowning to show sadness—others are more subtle but equally important.

Here are some key nonverbal signals that children with ASD may find difficult to interpret:

• Pursed Lips – Pressing the lips together slightly can indicate disapproval, skepticism, or hesitation.

• Changes in Tone of Voice – A sudden shift in tone, such as a rising pitch, might signal sarcasm, uncertainty, or excitement.

• Raised Eyebrows – Can indicate curiosity, surprise, or disbelief, depending on the context.

• Averting Eye Contact – Looking away might suggest discomfort, shyness, or disinterest.

• Crossed Arms – Often associated with defensiveness, discomfort, or disinterest in a conversation.

• Fidgeting or Shifting Weight – Can indicate nervousness, impatience, or a desire to exit a situation.

Teaching children to identify and respond appropriately to these nonverbal cues can improve social confidence, relationships, and emotional regulation.

Teaching Nonverbal Cues Through Play-Based Learning

Since direct instruction is not always the most effective approach for children with ASD, play-based learning provides an engaging and natural way to develop social awareness. Play allows children to explore social interactions in a low-pressure environment, reinforcing learning through experience and repetition.

1. Emotion Charades

• How it works: A child acts out an emotion using only facial expressions and body language, while others guess the emotion.

• Why it helps: Builds recognition of emotions without relying on verbal communication.

BLUE ZONE	GREEN ZONE	YELLOW ZONE	RED ZONE
Sad Sick Tired Board	Ready to learn Happy  Calm  Feeling OK Focused	Loss of some control Excited Frustrated Worried Silly	Out of control Mad Angry Terrified

2. Tone Matching Game

• How it works: A caregiver or teacher says a phrase (e.g., “That’s really interesting”) in different tones (excited, bored, sarcastic), and the child has to identify the emotion.

• Why it helps: Helps children associate tone with emotion, making social interactions easier to interpret.

3. Mirror Game

• How it works: One child makes a facial expression or body movement, and the other must mirror it.

• Why it helps: Encourages observation skills and helps children understand how expressions reflect emotions.

4. Social Story Role-Playing

• How it works: Create simple role-play scenarios where children respond to different nonverbal cues (e.g., “If someone crosses their arms and looks away, what might they be feeling?”).

• Why it helps: Reinforces real-life social situations and appropriate responses.

5. Picture Sorting Activity

• How it works: Present pictures of people displaying varied body language and facial expressions, and have children sort them into categories based on emotion or intent.

• Why it helps: Strengthens pattern recognition and the ability to interpret emotions visually.

Role of NDIS in Supporting Social Skill Development

In Australia, the National Disability Insurance Scheme (NDIS) provides funding for therapy and interventions that support social skills development for children with autism and other developmental disabilities. Many NDIS-registered providers offer:

• Occupational therapy to improve social interaction and communication skills

• Speech therapy with a focus on nonverbal and pragmatic language skills

• Social skills programs that use play-based learning and structured activities

If your child is an NDIS participant, you may be eligible for funding to support programs that teach nonverbal communication skills through play, therapy, or group activities (NDIS, 2023).

Conclusion

Understanding nonverbal social cues is essential for building meaningful social connections, yet children with autism or communication difficulties often struggle to interpret these signals. By using play-based techniques such as emotion charades, tone-matching games, and role-playing, children can develop social awareness in a fun and engaging way.

For families and educators in Australia, the NDIS provides valuable support for programs that help children improve their social and emotional skills. Through structured play and targeted interventions, children can gain confidence in social interactions, improving their overall quality of life.

References

1. Mehrabian, A. (1971) Silent Messages. Wadsworth Publishing Company.

2. Autism Spectrum Australia (2022) ‘Understanding social communication in autism’. Available at: https://www.autismspectrum.org.au.

3. BusinessBalls (n.d.) ‘Mehrabian’s Communication Theory’. Available at: https://www.businessballs.com.

4. MindTools (n.d.) ‘Mehrabian’s Communication Model’. Available at: https://www.mindtools.com.

5. University of Queensland (2023) ‘Social skills development in children with autism’. Available at: https://www.uq.edu.au.

6. National Disability Insurance Scheme (NDIS) (2023) ‘Support for children with autism’. Available at: https://www.ndis.gov.au/.