Teaching Language and Communication to Autistic Children
This is the second part of a two-part series. Start with part 1!
Dr. Temple Grandin, professor of animal science at Colorado State University and internationally renowned autism spokesperson, was one of the first autistic people who wrote about her lack of speech during early childhood. She gave us a rare glimpse into the autistic mind when she wrote,
“Not being able to speak was utter frustration. If adults spoke directly to me I could understand everything they said, but I could not get my words out. It was like a big stutter. If I was placed in a slight stress situation, words would sometimes overcome the barrier and come out. My speech therapist knew how to intrude into my world. She would hold me by my chin and made me look in her eyes and say “ball.” At age 3, “ball” came out “bah,” said with great stress. If the therapist pushed too hard I threw a tantrum, and if she did not intrude far enough no progress was made. My mother and teachers wondered why I screamed. Screaming was the only way I could communicate. Often, I would logically think to myself, ‘I am going to scream now because I want to tell somebody I don’t want to do something.’”
–Temple Grandin: Inside ASD
When her mom learned about Temple’s autism, she was determined to teach her daughter to speak along with teaching her fundamental social skills, such as dressing herself, using table manners, taking turns, shaking hands, saying please and thank you, and being on time.
Her mom never gave up on her, and as a result, Grandin became a role model for people with autism and an inspiration to millions.
Of course, that doesn’t mean every child with autism is going to be a Temple Grandin. But what we can take away from her story is that the unshakeable support and encouragement she received from her parents and teachers made all the difference.
Like Temple Grandin, many children with non-verbal autism prove to be capable of speech. In one study of over 500 children aged 8-17 with severe language delays due to autism, nearly half became fluent speakers and two-thirds learned how to speak in simple phrases. But even if your child doesn’t acquire spoken language, they can still be taught to communicate. Communication, after all, is more than spoken language. Nonverbal individuals with autism have much to contribute to society and can live fulfilling lives as they learn to communicate with the help of visual supports and assistive technologies.
In addition to enlisting the help of a speech-language pathologist (SLP), here are some general strategies that you can use to teach your non-verbal child language and how to communicate their wants and needs better. Of course, it is important to take this process one step at a time. They may not become fluent communicators overnight, but as you practice these skills with them, they are bound to make progress.
Six Ways to Teach Language and Communication
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Model non-verbal communication
Body language is an important form of communication. You can encourage your child’s non-verbal communication by modeling it yourself. Use expressive hand gestures, wave goodbye when someone leaves, clap to praise them, point to a toy and name it, shake your head when you say no, nod when you say yes, etc. Body language can help a child with limited language to communicate their wants and needs, as well as their feelings and emotions. With practice, it can also help them to interpret the non-verbal communication of others around them.
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Talk about everything
Talk to your child throughout the day. When my grandson was little, I would say the names and describe to him the businesses we passed while driving in the car. I would talk to him about the groceries I put in the cart while shopping. I told him the names of birds and flowers while we walked in the park and the names of car brands as we walked down the street. I made a deliberate effort to use simple words and phrases and always commented on anything he showed an interest in. Later, when he started talking, he would often point out different places and things we passed and say the exact phrases I had used. He had stored all that information in his memory bank.
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Build on your child’s vocalization
Imitation is a building block for learning. As was the case with Devin (see Always Presume Competence—Part 1), imitation was a great way to start teaching him language. I copied the sounds he made and then added some new ones to form words. He would not spontaneously respond initially, but once I started imitating and building on his vocalization, it suddenly clicked that he could copy the sounds I made and that these sounds formed words. Imitation can be the beginning of your child's starting to communicate using words.
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Give your child time to respond
Just like we take turns speaking and listening when we converse with someone, we should give the non-vocal child a chance to respond to us, too. It may take a little longer for them to respond, which can be frustrating. Many people rush to answer the question they were asked for them but this robs them of an opportunity to respond in some way. Give them time to nod, point to the item you asked them about, or answer with the words they know. Be patient!
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Use Flashcards
When my grandson was very young, he was minimally vocal. To teach him words, I would show him all kinds of noun flashcards. Even though he would not repeat the words at first, I was amazed to find out he could read the words on the back of the cards after showing them to him only once. I would name an object, and he would find the corresponding word without fail. Later, when he started vocalizing more, he would play with the same cards and say the words on his own, without my prompting. Consistent input pays off.
STAGES® Learning has great language-building tools such as the Language Builder Noun Cards. You can download free emotion cards to try out these cards.
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If available, make full use of technology
One advantage of the digital age is the way it enables people with language difficulties to communicate with others. Assistive technology may help non-verbal children express themselves—and you may be surprised at how much they want to say! Your persistent and consistent input may reveal how much they’ve absorbed and learned once they start using an iPad or other assistive communication device.
It was very rewarding to see my grandson’s communication skills improve and to hear Devin speak his first words, as it must have been for Temple Grandin’s mother when she uttered her first words. Besides these being rewarding moments, it also teaches us to never give up and dream big dreams for our autistic children. When we presume competence, wonderful things can happen!
Do you have a story to share? Please tell us in the comments below.
