The Communication Barriers We Face
From birth, we connect with others through facial expressions, verbal cues, and touch, forming bonds, especially with our mothers through smell. However, as we grow, some individuals face challenges in communication, particularly those with Autism. Although Autism is not precisely diagnosed, it can manifest through difficulties in auditory processing, especially amidst background noise, and through repetitive behaviors that hinder socialization. Typically, individuals with Autism may focus more on tasks than on interpersonal interactions. This can make understanding the world overwhelming or underwhelming. In a fast-paced environment, how can parents, caretakers, and peers effectively communicate with those affected by Autism, especially when specific barriers exist that hinder connections?
Effective Ways to Communicate with Children Diagnosed with Autism
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder affecting 1 in 36 children in the United States (Centers for Disease Control and Prevention [CDC], 2023). As such, the increase in worldwide autism diagnoses has made Effective communication from parents, educators, and caregivers more critical than ever. Others on the autism spectrum might struggle to communicate, but perhaps they have a genuine sense of the world around them. With the right tools and guidance, they can thrive.
Some of the Communication Barriers Associated with Autism
Kids with Autism communicate differently. Some are nonverbal, while others are exceptionally verbally skilled and struggle with social cues, tone of voice, or body language. Communication methods must work for each child’s specific needs and capabilities.
Key challenges include:
- Disorder of Speech and Language: Some children face the challenge of verbal expression.
- Nonverbal communication: Communicating by gestures, facial expressions, or behaviors.
- Sensory Processing: Being overwhelmed by environmental stimuli can interfere with their language processing.
Visual Supports Visual Aids
Use Visual Supports Visual aids like picture exchange communication systems (PECS), visual schedules, or flashcards can assist children in understanding and communicating more effectively. Research indicates that visual supports reduce frustration and enhance language development in children with ASD (Flippin et al., 2010).
Emphasize Predictability and Routine
Focus on predictability and routine. Predictive environments significantly reduce anxiety, allowing for more significant caregiver interaction (Hodgson et al., 2017).
Assistive Technology
Assistive technology devices and apps, such as speech-generating devices (SGDs) and native apps for Autism, are incredible! For example, SGDs have shown great success in allowing nonverbal children (van der Meer & Rispoli, 2010) to communicate.
Active Listening and Patience
Energetic Listening and Patience Children with Autism might take time to listen. Active listening — letting them answer without interruption — is important. Give students time to think and get their words together (Siller & Sigman, 2002)—pause after asking your questions.
Play-Based Learning
Use Play-Based Learning Engaging them in plays designed according to their areas of interest is another way to promote communication naturally. Interactive play develops verbal and nonverbal communication skills in children with ASD (Kasari et al., 2006).
Speech Therapy
Engage in speech therapy. Speech-language pathologists (SLPs) are instrumental in improving communication skills. SLPs often use modeling, repetition, and social stories – individualized narratives instructing appropriate responses (Thiemann & Goldstein, 2001).
Parents and Caregivers
Empower Parents and Caregivers. Parents need to be taught ways to communicate with their children differently. Parent-led interventions increase interaction quality and language development (Roberts & Kaiser, 2011).
The Challenge of Misdiagnosis and Stereotypes
Due to similar symptom overlap with conditions such as ADHD or anxiety, Autism can sometimes be undiagnosed or misdiagnosed. There is also the stereotype that autistic kids are unaware of their world. In reality, high-functioning children on the spectrum are very observant, but their awareness may come out in other ways. Understanding their way of communication is important for building meaningful relationships with them.
Evidence-Based Success Stories
Several studies illustrate the potential of targeted communication approaches:
- A meta-analysis has shown that early intervention programs that focus on parent and child interaction showed a 40% increase in verbal communication after one year (Developmental Neurorehabilitation, 2022)
- Another study indicated that sensory-friendly classrooms improve social interactions and peer engagement (Autism, 2023).
Strategies that Work
Working on how one talks to an autistic child requires a steady amount of patience, empathy, and twists and turns. With evidence-based strategies, technology, and professional guidance, parents and caregivers can create an ecosystem for these kids to flourish. We must remember that each child has unique needs, and small gestures in unconventional manners can make the most significant difference in their ability to connect and communicate. For more tips and advice concerning Early Childhood Education check out Triangle Learning Center’s Blog. While not every center has the staff or resources qualified to assist families who receive an Autism diagnosis there are a slew of centers that offer the exceptional circumstances for your child. Check out Childcare.gov for a database of resources available by state.
Sources
Flippin, M., Reszka, S. S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195. https://pubs.asha.org/doi/10.1044/1058-0360(2010/09-0022)
Hodgson, A. R., Freeston, M. H., Honey, E., & Rodgers, J. 2017. Facing the unknown: A cross-sectional study of intolerance of uncertainty in autistic and typically developing children and adolescents. Autism Research, 10(9), 1467–1477. https://onlinelibrary.wiley.com/doi/10.1002/aur.1819
van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with Autism: A literature review. Developmental Neurorehabilitation, 13(4), 294–306. https://www.tandfonline.com/doi/abs/10.3109/17518421003671494
Siller, M., & Sigman, M. (2002). The behaviors of parents of children with Autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32(2), 77–89. https://link.springer.com/article/10.1023/A:1014884404276
Kasari, C., Freeman, S., & Paparella, T. 2006. Joint attention and symbolic play in young autistic children: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. https://acamh.onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2005.01567.x
Thiemann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with Autism. Journal of Applied Behavior Analysis, 34(4), 425–446. https://onlinelibrary.wiley.com/doi/10.1901/jaba.2001.34-425
Roberts, M. Y., & Kaiser, A. P. 2011. The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://pubs.asha.org/doi/10.1044/1058-0360(2011/10-0055)
Autism | National Institute of Environmental Health Sciences