Communication Strategies for Autistic Children
Setting Goals for Students with Limited Verbal Abilities
May 17, 2009
Autistic children often have delayed development in both receptive and expressive language skills. Receptively, they may have difficulty following directions or focusing their attention on what is requested of them. Expressively, they may have oral motor behaviors such as drooling or blowing that impede their language. They may also repeat sounds for self-stimulation or produce abnormal rhythms or tones when speaking. To improve the social skills of children with autism it is important to replace socially unacceptable communications with acceptable ones.
Teachers can use a variety of strategies to engage autistic students to build both receptive and expressive vocabulary in the inclusion classroom.
- Modeling: "I want the puzzle."
- Self-Talk: "I am building the puzzle."
- Parallel Talk: "You are helping me with the puzzle."
- Expansion: "Corner pieces." "Middle pieces."
- Turn Taking: "Can you find the next piece to fit the puzzle?"
- Choice Making: "Would you like the dog puzzle or the firetruck puzzle?"
Other communication enhancement strategies can be used by the teacher, an assistant, and even with peers in the inclusion classroom throughout the day. These strategies benefit all students by encouraging them to express their thoughts, use complete sentences and encourage spontaneous communication and conversation.
Offer Child a Choice
The teacher can hold out two activities or play options for the child offering the student a choice. The teacher may need to model the expected response from the student.
Offer a Non-Preferred Option
The teacher can offer the student a non-preferred item or activity, something that the student does not like. The student will need to reject or say no to the item in an appropriate manner, thus discouraging behavioral outbursts.
Surprise the Child
The teacher can make an obvious mistake or "accidentally" do something wrong (drop or spill something) and then wait for a reaction from the child. This also has the added benefit of modeling the behavior that is expected when something goes wrong.
Go Against a Child's Expectations
The teacher can offer something that doesn't make sense and wait for the child to respond. For example, when working on a craft project or a well-known project that has specific steps, offer something to the child that is needed to finish the project early in the process. Help the child improve his verbal skills by using expressive language to correct the error.
Interrupt a Favorite Activity
The teacher can begin a favorable activity with a small group of children, something where everyone can participate. Once all are enjoying themselves, stop the activity and encourage the children to demonstrate how to show that they want to continue. For example, press the pause button on a favorite song. Having other students model first, by taking turns expressing their desires, will motivate the autistic child to participate and provide the vocabulary necessary to complete the request.
Create the Need for Assistance
The teacher can give the student a desired game or activity, but not include everything needed to play. Or, the teacher can give the child access to a favorite item that requires adult assistance. The child will need to seek help in an suitable manner.
Make Favorite Items Inaccessible
The teacher can place the child's favorite or incentive items within view but out of reach. The items can be placed on a high shelf or in clear tubs. The child will need to use the desired communication skills to request the items.
It is very important that the teacher not immediately prompt a response from the child. Teachers will need to remember to pause and wait for the student to initiate the communication when using these strategies. Waiting will enhance the likelihood that the child will spontaneously begin communication. To make these strategies even more meaningful, be sure to offer plenty of verbal praise when the child responds with the desired outcome.
Source:
Bondy, Andy & Frost, Laura.A Picture's Worth: PECS and Other Visual Communication Strategies in Autism. Bethesda, MD: Woodbine House, 2002.
