Peer Interactions, Social Skills, and Play: EHCP Targets

100 EHCP Targets – Peer Interactions, Social Interaction.

It is not uncommon to see EHCP (Education, Health and Care Plans) targets linked to Social Skills, Play and Peer Interactions However these often present unique challenges to children with SEND and especially autistic children. These challenges go beyond “they don’t know how”. It is much more complex than that. When designing interventions to meet these targets we need to acknowledge the individual’s needs and sensitivities rather than just looking at the challenges they face using the deficit model.

The description of “own agenda”, enjoys solitary play, and will not interact with others have been applied to a significant number of children I have worked with. These phrases appear on EHCPs and other official, legally binding documents. I hope one day they do not. It is unfair and puts neurotypical values above the preferences of the child. Therefore when planning to meet these goals it is important to ask yourself two questions:

• What value are targets in these areas going to bring them?
• How will achieving this enhance their lives?

The answers to these questions will allow you to plan how to meet them in a way that respects that child’s communication and interaction preferences. Targets in any aspect of social interaction, group work or play need additional attention as it is these areas that seem to lean heavily towards changing aspects of the child’s character. I do not believe you can force or teach a child to become more sociable or to enjoy sharing playtime or space with a peer. A few years ago I wrote a post on autism and friendship based on one case study. Here I will share another example.

Peer Interactions and Autism: Case Study

They Don’t Like Noise

When working with autistic children/young people you see a lot of generalisations on paper. What you need to really know is the nuances and specific elements within these generalisation that actually relate to the child. I will share an example “Does not like noise”. I am sure you would have read this one. It is one of the most common pieces of information I have about a child. It is also one of the least helpful. Does not like – this is just meaningless. From listening to actually autistic speakers and talking to my pupils it is clear “like” is the wrong term to use. Noise can be physically painful, when a child processes aural stimuli differently they can never become desensitised to it.

Rarely is “noise” the issue it is specific noise, and this is key when planning peer interactions. The issue may be linked to tone, volume, pitch, duration, expectedness. So a child that doesn’t like noise should never be paired with a pupil that communicates through loud vocalisations, right?

Triggers, actions and reactions

In my experience this is not the case. The key factor when developing peer interactions is not forcing that interaction but carefully observing the natural interactions and curiosity of one child in another. This is how this case study starts. The peer interactions described here should not have been positive. On paper one child’s “triggers” were the regular actions of the other child. Both were generally speaking very adult orientated in their previous interactions (This may well be a discussion for a future post. Had high levels of staff support from young lead to less chance to see the value in interacting with peers. Or was it just their preferences?)

I taught a small class of KS4 (14-16 year olds) who all had a diagnosis of autism. Out of the young people two had the closest bond I have seen in my career. One, let’s call him William, communicated using PECS, could display highly physical behaviours when frustrated. He would express joy, excitement or annoyance using high pitched, very loud vocalisations. The other communicated verbally, could be highly anxious and due to negative incidents in the past, and was highly anxious around other young people, Harry.

The start of positive interactions

William would often grab or scratch staff if asked to do something or when told “No”. He had never initiated interactions with his peers before Harry started in my class. Initially, when William vocalised Harry would shout at him, go right up to his face and tell him to stop, we used ear defenders, a screen opposite sides of the classroom. Staff had been hurt preventing William from physically responding to Harry’s actions.

Until William asked to watch a specific video on YouTube, Harry loved it. They would rewind and rewatch the same section, laugh and mimic noises from the video. William would bring in videos (DVD/VHS) from home that they would look at (the case not watch the video) together. Harry would initiate and model PECS exchanges. William would make Harry recite lines from films by writing them out, this improved his writing throughout the year as the requests got more complex.

Things wouldn’t always go to plan. If either young person was upset by other things, traffic in the morning, fire alarms etc. Then staff would have to engineer jobs around the school to separate them as their tolerance for the other’s actions would drop dramatically. To summarise, it was finding a joint interest that allowed each young person to be relaxed enough to let the other in that supported this. Staff had to dynamically manage risk by judging each person’s mood. In the end, whilst many of the interactions were not specifically education linked they were fantastic for their social emotional development.

Why do some children find social skills, play and peer interactions a challenge?

Social interactions or even observing interactions as part of a group requires the child to process a huge amount of stimuli. This can quickly become overwhelming. This in turn can lead to the child avoiding interactions or places due to negative experiences. This is a short list of some of the possible elements of an interaction a child would have to process

• Identifying the speaker.
• Switching attention when the speaker changes, often unexpectedly and mid sentance (interruptions).
• Attuning to the specific words used by speakers using different tones of voice.
• Interpreting nonverbal communication.
• Trying to identify idiosyncrasies, accents, slang etc
• Follow the social expectations within the context i.e formal discussion, Q&A or chit chat between friends.
• Deciding how and when to respond.

All of this needs processing which some people can do without thought or stress. If you are having to mentally attune to each element, interpret and process it consciously you will become stressed. It is inevitable. This can lead to high levels of anxiety when a child knows that these expectations will soon be placed on them. This anxiety alone can compromise the ability to process conversations and interactions. That is why it is essential that when developing these skills each child is in a state of readiness to learn.

Great Strategies to Develop Peer-Interaction

• AAC Games – Great or overcoming communication differences.
• Snack time – Brilliant for responsibility and highly motivating interactions.
• Storytelling – Sharing space and positive experiences through sensory stories.
• Jobs and responsibility – Give young people a meaningful activity that they need to work together to achieve.
• Pairing similar interests – even if this is not technically academic it is your way to bring their worlds together.
• Reduced staff support/Prompting – As adults, even well-meaning support can hinder genuine relationships between peers.
• Provide time for young people to feel comfortable around each other.

What to do if a child is not interacting with peers?

Children, particularly those who are neurodivergent, may interact with their peers in diverse ways. What might be perceived as a lack of interaction could actually be a different style of social engagement or a preference for solitary activities. Rather than viewing this as a deficit, it’s crucial to understand and respect these differences if you think a child is not interacting with peers.

Some children may:

• Prefer parallel play or solitary activities
• Engage in social interactions differently than neurotypical expectations
• Need more time to process social information
• Have intense interests that may not align with those of their peers

Supporting Your Child’s Social Journey

If your child is experiencing challenges in peer interactions, there are several supportive strategies you can employ:

1. Observe and Understand: Take time to observe how your child interacts in various settings. This can provide valuable insights into their social preferences and challenges.
2. Create Comfortable Environments: Arrange social situations that align with your child’s interests and comfort level. This might involve smaller groups or structured activities.
3. Teach Social Skills Explicitly: Some children benefit from direct instruction in social skills. This could include role-playing scenarios or discussing social situations.
4. Encourage Strengths and Interests: Support your child in pursuing their interests, which can be a gateway to social connections with like-minded peers.
5. Promote Self-Advocacy: Help your child develop the skills to express their needs and preferences in social situations.

100 Example EHCP Targets for Communication and Interaction

When developing EHCP targets related to peer or social interaction, focus on the child’s individual needs and preferences, rather than trying to enforce neurotypical social norms. Here are some example targets that use neurodiversity-affirming language:

Here are 100 neurodiversity-affirming EHCP communication and interaction targets, written using UK spelling and grammar. These examples focus on empowering the child, respecting preferred communication styles, and building meaningful connections.

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🔹 Self-Advocacy & Expression

1. [Child’s Name] will identify one trusted adult they feel comfortable speaking to about their communication preferences.
2. [Child’s Name] will use a visual, written, or verbal method to express when they feel overwhelmed during group activities.
3. By the end of the term, [Child’s Name] will create a personal communication passport with support from staff.
4. [Child’s Name] will practise stating their preferred method of communication (e.g., speaking, using AAC, or writing) when starting a new group activity.
5. [Child’s Name] will contribute to the development of a visual timetable that includes their social energy needs (e.g., “quiet time” or “peer time”).
6. [Child’s Name] will use agreed signals (e.g., card system or hand sign) to indicate a need for a break during conversations or interactions.
7. [Child’s Name] will reflect weekly with a key adult on which communication tools felt most helpful and why.
8. [Child’s Name] will participate in creating a “what helps me communicate” sheet to be shared with classroom staff.
9. [Child’s Name] will practise saying or indicating “I need help understanding” when unsure about a peer’s communication.
10. [Child’s Name] will identify one non-verbal way of expressing discomfort in social situations and use it with staff support.

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🔹 Building Comfort in Social Environments

11. [Child’s Name] will choose whether or not to join in with group discussions, with their decision respected by staff and peers.
12. [Child’s Name] will sit alongside peers during snack or lunchtime for five minutes per day, supported by a comfort object if desired.
13. During group tasks, [Child’s Name] will contribute in a way they choose (e.g., drawing, pointing, writing, or speaking) at least once per session.
14. [Child’s Name] will use a pre-agreed strategy (e.g., social story or checklist) to prepare for new social situations.
15. [Child’s Name] will engage in parallel play alongside one or more peers for 10 minutes, three times per week.
16. [Child’s Name] will attend group time for up to 15 minutes, with access to a sensory toolkit if needed.
17. [Child’s Name] will choose one structured peer interaction each day, such as turn-taking in a game or helping with classroom jobs.
18. [Child’s Name] will use their visual schedule to plan when to interact socially and when to take quiet time.
19. [Child’s Name] will access a “quiet zone” or calming area independently or with a prompt after busy social times.
20. [Child’s Name] will build a list of five sensory-friendly places at school they can go to after interactions that feel overwhelming.

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🔹 Supporting Peer Relationships

21. [Child’s Name] will choose a peer to complete a familiar task with once per week, supported by a visual prompt.
22. [Child’s Name] will work with staff to create a one-page profile that highlights their interests to support peer connection.
23. [Child’s Name] will participate in peer buddy activities with adult support, focusing on shared interests.
24. [Child’s Name] will rehearse or role-play social interactions related to their hobbies with a trusted adult weekly.
25. [Child’s Name] will identify two peers they feel safe around and explore ways to interact with them.
26. [Child’s Name] will create a “friendship book” to record positive peer interactions and feelings about them.
27. [Child’s Name] will explore different ways of saying hello and goodbye, and choose which feel most comfortable.
28. [Child’s Name] will share one preferred topic with a peer each week during a structured interaction.
29. [Child’s Name] will practise asking peers one question per week related to shared interests, with adult modelling.
30. [Child’s Name] will take part in cooperative play (e.g., building, drawing, or role play) with a familiar peer once per week.

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🔹 Understanding Social Contexts

31. [Child’s Name] will use visual cues to recognise the start and end of social situations.
32. [Child’s Name] will access structured activities that teach social scripts for common school scenarios (e.g., asking to play).
33. [Child’s Name] will review a weekly visual “feelings diary” to link social events with emotional responses.
34. [Child’s Name] will work with an adult to explore how different people express emotions differently.
35. [Child’s Name] will engage in weekly activities using comic strip conversations to reflect on social experiences.
36. [Child’s Name] will practise identifying what makes them feel safe or unsafe in social settings.
37. [Child’s Name] will role-play scenarios where they can try different responses to peer interactions and reflect on their feelings afterwards.
38. [Child’s Name] will access social stories prior to assemblies, group tasks, or unfamiliar classroom visitors.
39. [Child’s Name] will use a personalised emotions board to track feelings before and after social events.
40. [Child’s Name] will identify and label at least three emotions they might feel in social situations.

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🔹 Using Communication Tools

41. [Child’s Name] will use a visual or written aid to prepare what they want to say before group sharing.
42. [Child’s Name] will trial at least two different communication supports (e.g., PECS, AAC, sentence starters) to see what works best.
43. [Child’s Name] will practise using “I feel…” sentence starters to express emotions once per day.
44. [Child’s Name] will be supported to carry a “help card” they can show when they are unsure what to do.
45. [Child’s Name] will create a digital or paper-based mood tracker to support emotional literacy around social time.
46. [Child’s Name] will use a communication choice board during daily routines to express preferences or discomforts.
47. [Child’s Name] will explore using emojis, stickers, or drawings to communicate how they feel after interactions.
48. [Child’s Name] will be offered a range of communication cards to use during classroom discussions.
49. [Child’s Name] will use their preferred device or tool to ask for help during lessons or group activities.
50. [Child’s Name] will contribute to a class display about different ways people communicate.

Certainly! Here’s the continuation with targets 51–100, completing the list of 100 neurodiversity-affirming EHCP communication and interaction examples, using UK English.

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🔹 Developing Confidence in Initiating Communication

51. [Child’s Name] will initiate one interaction per day using their preferred method (e.g., waving, saying hi, using AAC).
52. [Child’s Name] will rehearse preferred phrases for starting conversations (e.g., “Did you know…?”) and use one per week in class.
53. [Child’s Name] will be offered opportunities to lead part of a familiar routine (e.g., calling the register) once per week if they choose.
54. [Child’s Name] will take part in an interest-based group where they can contribute in their own way once per week.
55. [Child’s Name] will use a visual menu to choose how they’d like to communicate with peers (e.g., showing a drawing, writing a note).
56. [Child’s Name] will use a “conversation starter card” during social times to support peer engagement.
57. [Child’s Name] will participate in ‘show and tell’ using their preferred format (e.g., photo, object, video) once per term.
58. [Child’s Name] will share something they’re proud of with a peer or adult once per week, using a communication tool of their choice.
59. [Child’s Name] will practise asking for turn-taking in a structured game with adult modelling.
60. [Child’s Name] will signal readiness to join a group by using a pre-agreed cue (e.g., placing a photo or object in a shared space).

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🔹 Respecting Autonomy and Reducing Social Pressure

61. [Child’s Name] will have access to a ‘no social contact’ card to use during times they need space.
62. [Child’s Name] will create a personal poster or card showing “ways I like to interact” to be shared with staff.
63. [Child’s Name] will be offered daily opportunities to opt in or out of social tasks without consequence.
64. [Child’s Name] will be supported to recognise when they’re socially drained and request a break.
65. [Child’s Name] will identify one adult who can advocate for their social boundaries in group settings.
66. [Child’s Name] will attend a short sensory-friendly social club with the option to observe rather than participate.
67. [Child’s Name] will practise responding “no thank you” or “not right now” to peer invitations they do not want to accept.
68. [Child’s Name] will co-create a traffic light visual system to communicate social availability.
69. [Child’s Name] will identify when they prefer solo tasks and request these without needing to justify their choice.
70. [Child’s Name] will be supported to end social interactions safely and confidently using pre-taught exit strategies.

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🔹 Exploring and Celebrating Communication Differences

71. [Child’s Name] will participate in a class discussion (verbally or non-verbally) about different communication styles.
72. [Child’s Name] will choose one preferred way to celebrate a successful interaction (e.g., verbal praise, sticker, private thumbs-up).
73. [Child’s Name] will contribute to a classroom display or book about what helps them feel heard.
74. [Child’s Name] will compare how they and a peer like to communicate using a Venn diagram or similar tool.
75. [Child’s Name] will reflect weekly on what went well in their communication and identify any support that helped.
76. [Child’s Name] will attend a termly “communication celebration” where all pupils share one thing they’ve achieved.
77. [Child’s Name] will participate in making a “Ways I Communicate” booklet to take home and share with family.
78. [Child’s Name] will engage in storytelling sessions that explore different communication methods (e.g., body language, sign, pictures).
79. [Child’s Name] will write or dictate a script for a role-play that reflects their real experiences of school communication.
80. [Child’s Name] will help plan one inclusive event where all pupils can participate using their preferred communication styles.

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🔹 Joint Attention and Collaborative Tasks

81. [Child’s Name] will participate in a turn-taking game of their choice twice weekly with adult scaffolding.
82. [Child’s Name] will contribute one idea to a group project using their chosen method (e.g., drawing, pointing, typing).
83. [Child’s Name] will be given preparation time before collaborative work to help manage expectations and reduce anxiety.
84. [Child’s Name] will join a peer in a shared focus activity (e.g., jigsaw puzzle) for up to 15 minutes, once per week.
85. [Child’s Name] will practise watching another person’s action and copying it as part of a mirrored movement game.
86. [Child’s Name] will share attention on an object or task with an adult or peer for up to five minutes, twice per week.
87. [Child’s Name] will use a visual ‘helping hands’ prompt to initiate offering help to a peer.
88. [Child’s Name] will receive coaching in group roles (e.g., recorder, timekeeper) and trial one with adult support.
89. [Child’s Name] will work alongside a peer on a shared tablet or computer activity twice per week.
90. [Child’s Name] will signal preference for leading or following in collaborative activities using a two-choice card.

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🔹 Regulating Emotions During Social Interaction

91. [Child’s Name] will identify one strategy that helps them regulate emotions after a stressful social interaction.
92. [Child’s Name] will access calming tools (e.g., weighted lap pad, breathing card) when peer interaction becomes challenging.
93. [Child’s Name] will create a “calm down plan” for use after difficult group times.
94. [Child’s Name] will engage in weekly sessions about recognising early signs of dysregulation during social contact.
95. [Child’s Name] will practise asking for space using a signal or word before becoming overwhelmed.
96. [Child’s Name] will use a sensory regulation checklist before and after social interactions to track patterns.
97. [Child’s Name] will participate in a guided debrief after group activities to reflect on what went well or felt difficult.
98. [Child’s Name] will practise grounding techniques (e.g., 5-4-3-2-1) before or after social tasks.
99. [Child’s Name] will trial co-regulation with a trusted adult when feeling socially overloaded.
100. [Child’s Name] will have access to an “exit card” that allows them to leave a social situation early and rejoin when ready.

The ultimate goal of these targets is not to change the child’s inherent social style, but to provide them with tools and strategies to navigate social situations in ways that feel authentic and comfortable to them.

Embracing Neurodiversity in Social Interactions

It’s crucial to remember that there is no one ‘right’ way to interact socially. Neurodivergent children often have unique and valuable perspectives that can enrich social interactions when given the opportunity. We can create more inclusive spaces where all children feel valued and understood by fostering an environment that celebrates diversity in social styles.

As parents and educators, our role is to support children in developing social skills that align with their individual needs and preferences, while also helping them navigate a world that may have different expectations. By building confidence, self-advocacy skills, and a positive self-image, we can help neurodivergent children thrive in their social journeys.

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