Introduction to Teaching Communication
The information presented on this page was adapted from the Autism Partnership Program: Parents and Educators Partnering to Improve Outcomes for Children and Youth with Autism (APP). To request a complete copy of this curriculum, please visit: http://www.autismstudy.pdx.edu/resources/parent/
Communication is very challenging for many individuals with autism. As you use the strategies described below, it is helpful to understand why communication is so difficult for many people with autism. Consider this interaction between two people:
Jennifer: Looking in Jacqui’s direction, “Hey, can you hand me that book?”
Jacqui: “This one?”
Jennifer: Pointing to a different book, “No, the one over there. Thanks.”
In this request the speaker first had to gain Jacqui's attention, and direct the request to her, by saying “hey” and looking in Jacqui's direction. Jacqui was able to ask a question for clarification, and divide her attention between Jennifer and the book she was holding. Jennifer was able to recognize the misunderstanding, politely say “no” and specify the
request by pointing. She ended with an expression of gratitude; it would have seemed rude if she had not. For many people with autism, one or all of these elements can present challenges. A child with autism who wants a book off the shelf might walk up to the shelf and scream, or start climbing to get the book herself. Another child might walk up to the shelf and start reciting lines from that favorite book. In either case, a parent who knows the child’s habits would probably respond by getting the book the child wants. But why is it so difficult for that child to just say, “I want that book”? What is missing?
Knowing that you need to communicate with another person is the first key to successful and rewarding communication. The child who screams or recites lines knows only that when he or she wants something, this action gets results. There is no effort to get a message specifically to a person, or recognition that a person can receive and understand the message. Initiating communication, or taking the first step in getting a message to another person, is a common deficit in children with autism. If a child cannot actively initiate an interaction, they cannot get needs met. They will resort to other behaviors to meet those needs, or depend on others to anticipate their needs.
Yet another child with autism knows that people can meet his needs. He will go get Mom and drag her (hand-guide) to that bookshelf. The next move is often to push Mom's arm in the direction of the book he wants. Conventional gestures, such as pointing, do not come naturally. In addition, he may not know that “book” has a spoken label. He may not physically be able to say it even if he did know the word. Yet another child may say “book” clear as day when he is rambling, but will not say it in this context to make a request. This child does not know that words have the power to tell someone what she wants. If Mom takes the wrong book off the shelf, the child might scream in frustration or stop reciting those favorite lines. Mom knows from experience that she picked the wrong one. But the child is not able to say “no” to refuse the wrong book, or correct her. She might continue screaming, or start reciting lines again.
On the other hand, maybe Mom is asking the child to get a book off of the shelf. The child might fulfill this request by grabbing any book. But she would not necessarily know
how to ask a question to clarify the request, or follow the direction of Mom’s point and respond to that gesture. Even children who can make requests need to know how to use other communicative functions. Saying no, asking a question, and complying with social conventions are everyday aspects of communication that can be challenging for children with autism.
Think of what it takes to make a simple request. You need to know an object has a spoken or symbolic label. You need to be able to remember that label, and retrieve it instantly. You need to have the physical ability to form sounds. You need to know that a request must be received by another person. Any one of these steps is impaired in emergent learners with autism. PECS©, PRT and the other strategies in the following chapter offer solutions to teaching each of these components of communication, and to build beyond requesting into other important aspects of communication.
Final Thoughts:
It is important that communication is motivating and functional. All strategies to teach communication should feel like play, not work, for the child. Be energetic and creative, and have fun yourself… the child will follow!
The information presented on this page was adapted from the Autism Partnership Program: Parents and Educators Partnering to Improve Outcomes for Children and Youth with Autism (APP). To request a complete copy of this curriculum, please visit: http://www.autismstudy.pdx.edu/resources/parent/
Communication is very challenging for many individuals with autism. As you use the strategies described below, it is helpful to understand why communication is so difficult for many people with autism. Consider this interaction between two people:
Jennifer: Looking in Jacqui’s direction, “Hey, can you hand me that book?”
Jacqui: “This one?”
Jennifer: Pointing to a different book, “No, the one over there. Thanks.”
In this request the speaker first had to gain Jacqui's attention, and direct the request to her, by saying “hey” and looking in Jacqui's direction. Jacqui was able to ask a question for clarification, and divide her attention between Jennifer and the book she was holding. Jennifer was able to recognize the misunderstanding, politely say “no” and specify the
request by pointing. She ended with an expression of gratitude; it would have seemed rude if she had not. For many people with autism, one or all of these elements can present challenges. A child with autism who wants a book off the shelf might walk up to the shelf and scream, or start climbing to get the book herself. Another child might walk up to the shelf and start reciting lines from that favorite book. In either case, a parent who knows the child’s habits would probably respond by getting the book the child wants. But why is it so difficult for that child to just say, “I want that book”? What is missing?
Knowing that you need to communicate with another person is the first key to successful and rewarding communication. The child who screams or recites lines knows only that when he or she wants something, this action gets results. There is no effort to get a message specifically to a person, or recognition that a person can receive and understand the message. Initiating communication, or taking the first step in getting a message to another person, is a common deficit in children with autism. If a child cannot actively initiate an interaction, they cannot get needs met. They will resort to other behaviors to meet those needs, or depend on others to anticipate their needs.
Yet another child with autism knows that people can meet his needs. He will go get Mom and drag her (hand-guide) to that bookshelf. The next move is often to push Mom's arm in the direction of the book he wants. Conventional gestures, such as pointing, do not come naturally. In addition, he may not know that “book” has a spoken label. He may not physically be able to say it even if he did know the word. Yet another child may say “book” clear as day when he is rambling, but will not say it in this context to make a request. This child does not know that words have the power to tell someone what she wants. If Mom takes the wrong book off the shelf, the child might scream in frustration or stop reciting those favorite lines. Mom knows from experience that she picked the wrong one. But the child is not able to say “no” to refuse the wrong book, or correct her. She might continue screaming, or start reciting lines again.
On the other hand, maybe Mom is asking the child to get a book off of the shelf. The child might fulfill this request by grabbing any book. But she would not necessarily know
how to ask a question to clarify the request, or follow the direction of Mom’s point and respond to that gesture. Even children who can make requests need to know how to use other communicative functions. Saying no, asking a question, and complying with social conventions are everyday aspects of communication that can be challenging for children with autism.
Think of what it takes to make a simple request. You need to know an object has a spoken or symbolic label. You need to be able to remember that label, and retrieve it instantly. You need to have the physical ability to form sounds. You need to know that a request must be received by another person. Any one of these steps is impaired in emergent learners with autism. PECS©, PRT and the other strategies in the following chapter offer solutions to teaching each of these components of communication, and to build beyond requesting into other important aspects of communication.
Final Thoughts:
It is important that communication is motivating and functional. All strategies to teach communication should feel like play, not work, for the child. Be energetic and creative, and have fun yourself… the child will follow!
