7 Steps To Communicate With Autism Children

Researchers have published that even after 4 years of age, many non-verbal children with autism eventually develop language.

Parents and teachers want to know how to promote language for non-verbal autistic children. However, they often don’t know how they can help their children develop their language skills.
Before I share the “7 Gold Strategy,” it’s important to remember that every autistic person is unique. Even with great efforts, the strategy for this child or teenager may not be suitable for another child or teenager. Even though every autistic person can learn to communicate, it is not always spoken. Non-verbal individuals with autism can make a lot of contributions to society and can live through visual support and assistive technology.

This is the seven golden strategies to promote the language development of non-verbal children and autistic young people:

1. Encourage game and social interaction. Children learn through games, including learning languages. Interactive games provide a pleasant opportunity for you and your child to communicate. Try a variety of games and find games that your child likes. You can also try fun activities that promote social interaction. For example, singing and game with physical activities. Place yourself in front of your child – so your child can see and hear your voice more easily.

2. Imitate your child. Imitating the child’s voice and game behaviour will encourage more vocalization and interaction. It also encourages your child to copy and take turns. Make sure you mimic the way your child plays – as long as this is a positive act. For example, when your child jumps on the bed, you can follow and jump along. Then you can use a blanket to cover them and lay down.

3. Focus on non-verbal communication. Gestures and eye contact can lay the foundation for language. Encourage your child by modelling and responding to these behaviours. Exaggerate your gestures. Use your body and your voice while communicating – for example, stick out your hand when you say “look” and nod when you say “yes”. Nod and use gestures that are easy for children to imitate. For example, applause, open your hands, reach out and so on. Respond to the child’s gesture: When she looks at or points to the toy, give it to her or bring a hint to let you play it. Again, point to the toy you want before picking it up.

4. Leave a “space” for your child to speak. When the child does not respond immediately, we naturally feels the urge to fill in the language. However, even if he does not speak, it is very important to give the child a lot of opportunities to communicate. When you ask a question or see what your child wants, pause for a few seconds while expecting him. Observe any sound or body movements and respond in a timely manner. Your response able to help your child feel the power of communication.

5. Simplify your language. Doing so can help your child do what you want. This also makes it easier for her to imitate your speech. If your child is non-verbal, try speaking in a single word. (If she is playing the ball, you will say “ball” or “scroll”.) Say phrases such as “rolling the ball” or “throwing the ball.” Continue to follow this “one-on-one” rule: generally use one more phrase than the one your child uses.

6. Identify the child’s interests. Instead of interrupting your child’s attention, follow the word. Use one-on-one rules to describe what your child is doing. If he is playing a shape classification game, you might say the word “in” when he places a shape in his slot. You might say “shape” when he lifts the shape and “dumps the shape” and when he flips them out to start again. By talking about what the child is involved in, you will help him learn the relevant vocabulary.

7. Consider auxiliary equipment and visual support. Assistive technology and visual support can do more than just replace speech. They can promote their development. Examples include devices and applications that contain images that your child uses to generate words. At a simpler level, visual support can include pictures and groups of pictures that your child can use to indicate requests and ideas. But make sure your child is only subsidized with these tools, and you will repeat the child’s needs/expressions. Church children’s lists/words for each picture. Try to teach your child to pronounce. Instead of the child using him to express it, you have no extension guidance. Just watching it.

Your child’s therapist is the only person who is qualified to help you choose and use these and other strategies to encourage language development. Tell the therapist your thoughts and any difficulties you may have. By working with your child’s treatment team, you can help your child find the support he or she needs for a unique “sound”.

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