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How do you deal with nonverbal kids on ASD?

Just wanted to get tips from other BT's out there! #behavioral-intervention #ASD

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Jackie’s Answer

Hello Clifford,
Great advice was given, but I would like to add that when doing something new or going back to school for the next year plan a field trip to check out the new settings, locker, classrooms weeks ahead of the beginning of school. Visit several times to get familiar with the new spaces and locations of lunchroom, bathrooms, gym etc.

Peers/ friends: Typically developing peers need to also be a part of a student with autism's life. It is important to be modeling socially appropriate behavior and communication for daily living: Lunchroom processes and procedures, locker room, bathroom, hallways, offices etc.

Assistive Technology can be used to manage time by using apps on your phone to limit social media, google searches etc. or anything that is distracting so that the student can focus on the important things like homework.

Students with non-verbal ASD can survive and thrive it just takes some creativity and support.
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Marianna’s Answer

develop a communication system to use.

Marianna recommends the following next steps:

pecs
primary needs sentences
apps
sign language
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Daniela’s Answer

Hi Clifford,


It’s important to remember that each person with autism is unique. Even with tremendous effort, a  strategy that works well with one child or teenager may not work with another. And even though every person with autism can learn to communicate, it’s not always through spoken language. Nonverbal individuals with autism have much to contribute to society and can live fulfilling lives with the help of visual supports and assistive technologies.

So here are our top seven strategies for promoting language development in nonverbal children and adolescents with autism:


Follow your child’s interests. Rather than interrupting your child’s focus, follow along with words. Using the one-up rule, narrate what your child is doing. If he’s playing with a shape sorter, you might say the word “in” when he puts a shape in its slot. You might say “shape” when he holds up the shape and “dump shapes” when he dumps them out to start over. By talking about what engages your child, you’ll help him learn the associated vocabulary.


Consider assistive devices and visual supports Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include  devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts. 


Source:

https://www.autismspeaks.org/blog/2013/03/19/seven-ways-help-your-nonverbal-child-speak

Daniela recommends the following next steps:

Encourage play and social interaction: try a variety of games to find those your child enjoys. Also try playful activities that promote social interaction. Examples include singing, reciting nursery rhymes and gentle roughhousing. During your interactions, position yourself in front of your child and close to eye level – so it’s easier for your child to see and hear you.
Imitate your child: mimicking your child’s sounds and play behaviors will encourage more vocalizing and interaction. It also encourages your child to copy you and take turns. Make sure you imitate how your child is playing – so long as it’s a positive behavior. For example, when your child rolls a car, you roll a car. If he or she crashes the car, you crash yours too. But don’t imitate throwing the car!
Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modeling and responding these behaviors. Exaggerate your gestures. Use both your body and your voice when communicating – for example, by extending your hand to point when you say “look” and nodding your head when you say “yes.” Use gestures that are easy for your child to imitate. Examples include clapping, opening hands, reaching out arms, etc. Respond to your child’s gestures: When she looks at or points to a toy, hand it to her or take the cue for you to play with it. Similarly, point to a toy you want before picking it up.
Leave “space” for your child to talk. It’s natural to feel the urge to fill in language when a child doesn’t immediately respond. But it’s so important to give your child lots of opportunities to communicate, even if he isn’t talking. When you ask a question or see that your child wants something, pause for several seconds while looking at him expectantly. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication.
Simplify your language. Doing so helps your child follow what you’re saying. It also makes it easier for her to imitate your speech. If your child is nonverbal, try speaking mostly in single words. (If she’s playing with a ball, you say “ball” or “roll.”) If your child is speaking single words, up the ante. Speak in short phrases, such as “roll ball” or “throw ball.” Keep following this “one-up” rule: Generally use phrases with one more word than your child is using.
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Frances’s Answer

Hi Clifford,

Along with the other great answers to this question, it is true that every child on the spectrum is not a “one-size” fits all when it comes to modes of communication.

There are a wide variety of communication systems that can be used when assisting children to communicate - many of which the above have listed such as:
- Picture Exchange Communication System (PECS)
- AAC devices (on tablet — which contains an electronic core board system with a variety of words for specific activities and day-to-day functions)
- Visual sentence strips (with functional sentences for activities)

While it isn’t easy to decipher what type of communication suites best for the child, you can always follow the child’s lead as well — find out what the child is motivated for at the moment whether it’s a specific toy or activity, and you can verbally model the associative language for it (For example: you and the child are playing with a ball, and you bounce the ball — you say “bounce!” Or “ball bounce!”. Helping the child by giving verbal models is also a great way to encourage verbal/nonverbal responses.
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