Some children with autism may take longer to develop the ability to use words to communicate. Instead, they may use other forms of communication such as gestures, facial expression and body language. Early intervention can help to address and improve communication skills. SPD speech therapist Ong Yee Teng offers some strategies on how to support communication development in young children with autism who have limited communication skills.
What is communication?
Communication is the exchange of information and ideas. It involves both understanding and expressing messages. This information can be relayed verbally through talking or non-verbal actions through gestures, eye-contact, symbols, printed words and output from augmentative and alternative communication devices1.
How do children with autism communicate?
Some children with autism may have delays or disorders in their speech and/or language development while others can have difficulty with the social aspects of language such as starting and maintaining conversations as well as understanding body language2.
Children with autism may communicate differently from their peers. They may3,4 repeat words, phrases or sentences that they have heard in conversations or on television shows that are unrelated to their current conversation. They may also struggle to maintain eye contact, show a lack of interest, or use repetitive body movements, known as stimming, to express their excitement or nervousness. These movements may include flapping of hands or rocking back and forth while sitting or standing.
Strategies to support communication development
Different strategies can be used depending on the child’s stage of communication development. For example, for children who exhibit behaviours such as appearing uninterested in others, having the tendency to play by themselves, and using mostly non-verbal behaviours such as facial expression, eye gaze and gestures to express their feelings, needs and wants, it is important to observe their play, follow their lead and engage their interests4,5. Here are some other strategies:
1. Imitate
Watch your child play and see what interests them, then join in the play by mirroring their actions. For instance, if your child is playing with a cookery set, you can follow through by taking a toy knife to pretend cutting the toy food. Your child can learn to follow your actions, and this encourages interaction.
2. Comment
Speak in an excited tone or add fun sounds while your child plays. For example, you can point to the toy train that your child is playing with and say, “Chugga, chugga, choo choo train!”. This engages your child and helps them to learn the name of the toy that they are playing with.
3. Play and social interaction
Choose activities or toys that your child enjoys such as singing, toys with lights or music, or playing peekaboo. Make sure you are in front of your child and stay at their eye level so that they can look at your face and pay attention to what you say. Such interactive play allows children to learn by providing them opportunities to interact and communicate with adults.
4. Use of visuals
Children with autism benefit from the use of visuals in learning and communication. The use of symbols, photos, written words and objects helps them to learn and understand language, process information and communicate.
For instance, a visual schedule (above) shows the child the order of activities or steps that they need to complete. Some children may also use visual-based communication systems to communicate.
5. Augmentative and Alternative Communication (AAC)
There are many different types of AAC tools available, depending on the child’s needs and abilities. They can include low-tech systems such as picture or symbol-based communication boards or high-tech systems such as apps like TouchChat and Proloque2Go.
For instance, a child with limited speech can use the Picture Exchange Communication System (PECS) (below) to express their needs. The child learns to approach and give someone a picture card of a desired item in exchange for the real item. Over time, the child learns to make requests, make comments and answer questions with the picture symbols.
The speech therapist can assess the child to determine if they are suitable for AAC before recommending a system or device. The child and caregiver may then need the support of various professionals, including speech therapist, occupational therapist, AAC specialist and early intervention teachers, to learn to use the AAC device effectively.
References
- Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children & Adults with Complex Communication Needs 4th Edition. Baltimore: Paul H. Brookes Publishing.
- Autism Association of South Australia. (2020, February 13). Autism communication strategies. The Spectrum.
- National Institute on Deafness and Other Communication Disorders. (2020). Autism spectrum disorder: Communication Problems in Children
- raisingchildren.net.au. (2024, May). Communication: Autistic Children.
- The Hanen Centre. (n.d.).
