Communication for autism spectrum disorders

Several years ago, a child named "Jacob" was learning how to behave in his home and at his elementary classroom. "Jacob" had never been in a classroom that was primarily focused on communication for children with autism. At that time, the boy was still non-verbal but he was absorbing everything around him. He also had some major behavior issues at home and at school including self-destructive issues. "Jacob’s" negative behavior had to get under control before the teacher could focus on everyday communication tools for the boy.

His parents, "Javier" and "Janie," had expressed early on of their concern that "Jacob" was biting himself whenever he became nervous. They asked the teacher to help him learn another way to express his frustrations. While at school, the boy discovered the consequences of his actions with positive and negative rewards. The teacher then went over to "Jacob’s" home to help his parent’s work with their son.

While at home, "Janie" and the teacher sat with "Jacob" on the floor. The teacher showed "Jacob" three pictures: a happy face, a sad face and a face that was uncertain with the mouth forming an "O."

Each of the pictures was used for behavior modification in the classroom: The happy face was to reinforce good behavior, which brought immediate rewards specific to "Jacob’s" own wants. He loved red gummy bears. The red sad face was for bad behavior, which brought immediate consequences. He hated sitting briefly in the red sad square while the other children continued getting rewards. Then there was the yellow warning icon to change behavior.

While sitting beside his teacher, at home, "Jacob" stared quietly at the three pictures. His mother, "Janie" was watching "Jacob" pick up each of the icons slowly. Then, he surprised his mother. The boy mimicked exactly what he saw in front of him. He copied the smile and the sad look and then made a big oval "O" with his mouth every time he looked at the yellow warning icon.

The teacher explained to the mother that the children with autism are very visual. They do not understand what all our facial expressions mean and must be taught what they signify. Used correctly, they can help a child be able to function in his daily life.

These three simple pictures used correctly were powerful tools to modify the child’s behavior. In addition, the usage of a video camera to film "Jacob’s" good and bad behavior with the happy and sad faces helped the boy better understand what was expected of him. These methods of using visuals helped "Jacob" enter the world of communication. Plus the usage of "chew" leery provided a way to calm him and deal with his sensory issues of biting. (Refer to: Boardmaker, Google images, www.integrationscatalog.com)

All human beings communicate.

We are so used to verbally speaking that we often forget that the majority of our communication is from body language. In fact, body language accounts for 70 percent of how we communicate. Some studies say that figure is much higher. An eyebrow being raised might be saying, "You’re kidding aren’t you." The tapping of the finger may imply that a person is getting impatient. A smirk rather than a smile on a face can spell disaster for a child thinking that he is getting along with a group of friends. All of these body movements are subtle ways we give messages.

Body language poses a real challenge for children with autism. The first language for children with ASD is pictures. They think in pictures and they certainly react to pictures. However, children with autism will miss these little pieces of body language we take for granted. That can and does lead to misunderstandings and severe communication problems for children with ASD.

Because pictures are such an important form of communication for children in the autism spectrum, it is helpful to remember that these children are truly visual learners. So, the usage of pictures provides one major method for children with autism to clearly say what they want. Those very first pictures they learn with initially will later on assist them in understanding facial and body communication.

Pamela G. Downing, a special education teacher, can be contacted at downpamg@aol.com