Communication

Attention and listening

Many children with ASD can demonstrate rigid or inflexible attention to activities of their own choosing and may find it difficult to transfer attention between activities. They may find sharing joint attention with others challenging. Joint attention is the shared focus of 2 individuals on an object. It is achieved when one person alerts another to an object by means of eye-gaze, pointing or other verbal or non-verbal indication. It is important to follow your child’s lead as you are more likely to gain joint attention and your child is more likely to be social and interactive on their terms.

Understanding

A child’s understanding may be restricted to their own interests and they are often on their own agenda so may not follow instructions. Get down to your child’s level, within their view and say their name to draw their attention to you before giving instructions. Long questions and explanations can cause confusion for someone with ASD. It is important to simplify the language you are using to support your child’s understanding.

A child may echo back (parrot) what you have said but without understanding the meaning. This is called echolalia. Always check that your child has understood what you have told them. They may need more time to process and understand what you are saying. Pausing frequently, allowing them to think, and allowing a longer time for a response can help. Children with ASD often gain more information from visual clues rather than spoken language. Therefore, when giving information or teaching a skill, it is often helpful to use pictures, photographs or real objects.

People with ASD will often have a very literal understanding of language. Non-literal language such as idioms, metaphors and similes may be very confusing or create misunderstandings. For example, ‘it’s raining cats and dogs’. When interpreted literally, the use of language is strange and can have a totally different meaning. Avoid using these or explain what the phrases mean to avoid confusion.

We may use analogies to try and explain things to children in simpler terms. For example, if we are trying to explain why a child needs to eat his dinner, we might talk about it being like putting fuel in a car and explain that if the car doesn’t have enough fuel it will break down. It is difficult for a child with ASD to link this sort of an explanation with the original problem you are trying to explain. Try and use facts to explain things instead of analogies.

Expressive communication

Many people with ASD may use other methods of communicating their wants and needs in place of spoken language. For example pulling you towards what they want, or pushing something away to reject it. It is important that these non-verbal behaviors are recognised and interpreted as communication so that they become more intentional communication attempts.

A child may use jargon (babble-like noises that sound like words), or develop vocabulary primarily around their own needs and areas of interest. This can reduce the opportunities for conversation and social interaction. For example, conversations may be very one-sided. It is important to create opportunities for your child to communicate, such as, offering a choice of snack.

Some children with ASD may need to use visuals, such as Picture Exchange Communication System (PECS), to support their expressive communication. Individuals with ASD may not offer any more information than they are asked for. For example, if asked "can you get the milk out of the fridge?” they may answer “yes”, but may not offer additional information such as “but only if I stand on tip toes on top of a box”.

Individuals with ASD may also find it difficult adapting to new situations and generalising skills. For example, they may use vocabulary at home but not in nursery or school. It is important to use a consistent approach at home and in setting to support your child’s language.

Top tips for communication

• Ensure you have their attention, say their name before beginning.
• Minimise sensory distractions such as noise, bright lights and busy rooms.
• Use a clear, calm voice.
• Keep things short and simple.
• Allow your child more time to process information and check that they’ve understood.
• Beware of using idioms, metaphors and similes, instead, say what you mean.
• Use facts to explain things, avoid analogies and sarcasm.
• Don’t rely on body language, gestures and tone of voice.
• Use objects and pictures to help explain things. For example, use visual timetables to show what will be happening during the day and week.
• Create opportunities for your child to communicate. For example, give favourite foods a little at a time so that they need to ask for more; keep favourite toys in clear containers that your child needs help reaching or opening; playing ‘ready, steady…go’ games with bubbles, blowing up balloons, rolling cars back and forth.
• Social Stories can be useful for explaining to a child how to react in a specific social situation or during an event.
• Picture Exchange Communication System (PECS) is a widely used approach to support functional communication. A visual system using specific prompting and reinforcement strategies to support independent communication.