Communication is complex from birth as babies rely on sensory signals to interact with caregivers to meet survival needs. Early communication involves crying, smiling, and other behaviors to get attention for needs. As cognitive skills develop, language and reasoning allow for more complex communication, though some rely more on sensory and literal interpretations. Effective communication considers developmental levels, checks for understanding, focuses conversations, and supports those with disabilities or delays through visual aids, simplified language, and addressing emotional states. Barriers like differences in ability, language, environment or disabilities can cause misunderstandings.

1. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
Communication forms the basis of social interactions from birth and
throughout life. In order to get to grips with the complexity of communication
and miscommunication it will be useful to go back to basics and look at how
communication is learned from birth onwards.
Early communication is a necessity to enable our survival needs to be met –
the baby is operating on a sensory level, and the senses cause arousal or
relaxation depending on whether baby is experiencing discomfort,
stimulation or co-regulation. Baby has no control over its physical
environment, and it will take time to establish a fully attuned relationship with
a principal carer. In the meantime, baby is unable to perform any task
independently, but in order to survive, he has to be able to influence his
environment. To this end, Baby has a range of strategies to enable him to
ensure his survival needs are met, such as crying, screaming, flailing around,
smiling, gurgling, cooing. The idea is to keep your attention focussed on
them, and they will do this in whatever way works best for them, because
their survival depends on it.
To begin with, therefore, it is easy to see that communication is made up of a
myriad signals that pass between the baby and their immediate family circle
or carer. Baby will rely on sensory input to receive necessary information from
them, based on feelings of security, comfort, love, fear, alarm and response
by principal carers to distress signals. The early neural pathways that are
being created and reinforced give the child their earliest impression of how
to approach the world around them. Language will only start to convey
meaning very gradually; meanwhile baby communicates his response to us
by using his limited ability to control his body – turning away from stimulation
in distress; reaching for objects; smiling or crying.
From the moment of our emergence from the womb we use all five of our
senses (Sight, Hearing, Taste, Touch and Smell) to understand and build our
individual concept of the world around us. As time goes on, of course, we
acquire language (in the majority of cases), and this will change not just the
way we communicate, but also the way our cognitive ability develops. Our
rational brain is built by our repeated experiences, good or bad, and
language gives us the symbology we need to put ideas together, and hold
ideas “in our head”. As time goes on and cognitive skills develop further,
sensory communication input is relied on less and less, and sometimes we use
reasoning to over-ride sensory information (or gut feelings).

2. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
The Communication Cycle shown below gives a simplified version of how
communication occurs. In this example, it can be seen that the two
respondents are of a similar cognitive ability with a common language and
shared technology. The only identified barrier is noise.
(www.google.co.uk/search?
q=communication+cycle&biw=1366&bih=666&site=webhp&tbm=isch&imgil=P0uUXTClKrqwCM
%253A%253BN03Cwwy9SzKzAM%2)
However, we can easily identify that there are many potential barriers to
communication: age or cultural differences, language, cognitive ability,
emotional state (of either respondent), environmental factors, access to
technology and level of disability to state a few of the most obvious.
Sometimes, communication barriers can be solved by meeting face to face,
because then we have the additional benefit of sensory information and
body language. This is particularly important when we are communicating
attitudes and feelings. Albert Mehrabian established that in these cases non-

3. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
verbal factors (specifically body language and tone of voice) make up 93%
of information received.
Taking all of the above into account, it is easy to see that communication
issues can have a massive impact on a child that has suffered
developmental delay, with the resultant attachment, cognitive and
emotional challenges experienced by adopted children and their families.
Add to this the high incidence of disabilities such as ASD, ADHD or mild,
moderate or severe learning difficulties and some of the difficulties and
frustrations experienced by children at school, at home, and in the
community in listening, learning, comprehension and expression become
more understandable.
Whether you are a parent, a teacher or any other professional there are
strategies which should help to improve communications:
Firstly, if you are a professional, take the parent’s advice. The child may well
present very differently to you than to them; do not let that cast doubt on the
parental judgement.
Secondly, think about the cognitive/emotional development of the child.
The best way to assess this in my opinion is to look at overall behaviour,
remembering that at times of stress it is usual to behave in ways more
appropriate to a much younger child. Adopt a mode of communication
suitable to the developmental age, not the chronological age. I have
personally cared for a young autistic adult who however was showing clearly
by her behaviours that she vacillated between a highly sensory state like a 14
month old – rocking in her chair, throwing herself backwards and enjoying
the movement, and intensely engaging her carer in her excitement with eye
contact and noises, then disengaging to look at her own hand when she felt
over stimulated. At other times she was like a cheeky toddler, running off to
mischievously steal crisps. By keeping vocabulary at a very early level, using
simple words and repeated phrases we were able to help her to build her
vocabulary. Of course this is an extreme example, however my own
daughter at age 14 is showing understanding more appropriate to a nine
year old, but still has difficulty with abstract concept, and needs me to use

4. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
very clear and unambiguous language . I also avoid giving her too much
information as this can cause additional confusion. It is also useful to check
understanding, using open questions. Many children and young people will
want to please an adult (or shut them up!) so asking if something is
understood, the child will say yes. However if instead you ask the child an
open question to check understanding you could get a very different
response.
Our emotional state also plays a huge part in our ability to communicate –
and this is true for us all. It is not helpful to try and communicate with a child
that is in a state of overwhelm, frustration or anger. At these times they need
co-regulation. Talking will have to wait. By the same token, it is useful for us
to recognise our own emotional state and be regulated before we attempt
to communicate ourselves - clearly this is in an ideal world where there is
support on hand to take over! However, if you do feel you have lost the plot
and responded inappropriately, then remember that rupture and repair is a
vital developmental process; don’t be too hard on yourself; use the incident
to explain what happened, how it felt for you, apologise if appropriate and
reassure. These incidents give the child a template that they can use, and an
understanding that we can all make mistakes.
Classroom language can be particularly difficult for children, especially as
they progress through school. To begin with, instructions are verbal and
maybe there are pictorial reminders. In addition, learning is based in
practical activities. So far, so good. As we progress through school,
instructions get longer and more complicated, additional specific vocabulary
is introduced, and classrooms become more “talk and chalk” orientated.
There may be several problems that then begin to show up, from inability to
retain instructions (leading to accusations of not listening, not focussing etc)
to confusion over vocabulary. These kinds of issues can be addressed by
writing step by step instructions on the board, and giving a glossary of new
vocabulary on the board or in a handout to the class. This avoids singling out
any one child. Where children are facing more significant difficulties, pictorial
reminders, visual timetables, and step by step task sheets can be used. These
can also be introduced at home. Also, if there is a set time to complete an
activity, use of a sand timer could be a helpful reminder of this, and can be
used at home as well as school. (We use a five minute timer for my grandson
to let him know it is time to draw an activity to a close – best £3.00 ever
spent!).

5. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
I also like to say a word about children who take a very literal view of
language. This is common in all younger children (when it is expected, and
rather cute) and children on the autistic spectrum, and can result in some
interesting misunderstandings. I have in mind an example of a child who was
invited to “paint his face” (meaning a self portrait). Needless to say, the child
applied paint to his face, and when asked what he was doing said “you told
me to paint my face!” Whereupon he was sent to the head teacher for
being rude. He on the other hand felt extremely angry as he had simply
followed instructions! Classroom language can also be misleading when
using more technical terms as the child gets older. My daughter was
participating well in a science class investigating solids, liquids and gases until
she was asked a question about the nature of matter. She had not
accommodated this language and was unable to answer the question. The
teacher that phoned me clearly found this very frustrating, but for my
daughter nature=tree, grass, outdoors etc; and matter=emotional state – as
in “whats the matter?” So the question made no sense. Literal thinkers have
clear cut attitudes and respond well to rules and structure. Conversations
with them need to be uncluttered – sticking to single topics; and very clear
and jargon free.
Obviously, many communications are brief and stress free, however for
important conversations and to avoid misunderstandings, here are my top
tips:
Communication Top Tips
 Identify a quiet space to talk (if face to face)
 Give your full attention – (Easier if point one has been achieved!)
 Listen carefully, do not interrupt
 Be aware of Developmental age, use appropriate language
 Check that you have understood the communication/request
correctly

6. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication
 Check that the other person has understood your response
 Keep the conversation focussed
 Have a clear resolution and ensure everyone knows the
outcome
 Use empathy when discussing feelings or emotive subjects
 When communicating by email or text read before you send –
check that the content is clear and not subject to
misinterpretation!
Supporting communication in classrooms
 Have clear instructions on the board
 Use posters to give a visible reminder of routines, eg when
coming in or leaving the classroom
 Use pictures to illustrate
 Keep language simple
 Address Developmental age
 Give out a clear glossary of new vocabulary and go through this
with the class
 Have task sheets breaking down instructions into simple steps for
learners with working memory difficult
Finally, you may have noticed there is no specific information here about
adolescents. I believe that this sphere of communication and management
merits a whole article to itself, so watch this space!

7. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication

8. Jane Mitchell April 2015
Lost In Translation – Communication and Miscommunication