Communication and Language

How to talk to your child at every age

AGE 0 - 2 Touch is the first form of communication Use tone and body language to enhance what you say Respond to baby talk with conversation Talking to your child despite his comprehension encourages language skills Name familiar objects as you touch them or bring them to your child

AGE 3 - 5 Give your child complete attention when possible Watch your tone and body language Help your child to put his emotions into words Use the help strategy to develop emotional regulation skills Offer limited choices and simple explanations

AGE 6 - 11 Make time to talk Speak to your child in a respectful manner that presumes a level of maturity Listen without contradicting and repeat what you've heard in a more mature manner Laugh with your child and admit your mistakes

AGE 12 - 18 Show respect to your teen's opinion Find opportunities to talk with him. This may include watching TV or a car ride Respect your teen's privacy and keep their confidence Showing that you trust your teen will in turn encourage them fo confide in you Be yourself. A teen is old enough to respect you as an individual

LANGUAGE IN AUTISM

Autism is considered a spectrum because it's different for every autistic person – Children with ASD may have difficulty developing language skills and understanding what others say to them. We believe that every child is unique and has his or her own temperament and learning style. The child brings this uniqueness into each new experience and takes an active role in the process of learning through their engagement in these experiences. The way autism affects you can change as you grow and develop, and experience different environments.

Autistic speech delays usually occur along with other communication issues, such as not using gestures, not responding to their name, and not showing interest in connecting with people. Other possible causes of speech delays include hearing loss and developmental delays. Autism spectrum disorder is, well, a spectrum, so these difficulties may look very different for each autistic child. Some can speak fluently, while others will always be nonverbal.

The primary symptom of nonspeaking autism is being unable to speak clearly or without interference. Autistic people may have difficulty talking to or carrying on a conversation with another person, but those who are nonspeaking do not speak at all. This doesn't mean that they can't or don't have a desire to communicate though. People with ASD still want to express their thoughts and feelings the same way anyone does, but they use movements, sounds and body language cues instead.

A pre-verbal child may communicate intentionally, but does not yet use words (or symbols) to communicate. We are usually referring to children who have learned that the key to communication is getting a message across to someone else. They understand communication and are able to communicate intentionally but do not necessarily use words to communicate yet. At this stage, language is still not learned and shared as they are unable to understand how sounds or words could be exchanged to communicate and deliver meaning.

For example, consistently using actions such as pointing, looking at objects that interest them, and pulling on the caregivers for help. These are all intentional acts of communication as they are consistent, persistent, and in some way, acknowledge and recognize the other communicative partner. They also have the ability to spontaneously babble word-like sounds within context and hum to songs.

Individual’s with autism who are fluently verbal are not free of language and communication challenges. Children with autism may have good vocabularies but unusual ways of expressing themselves. They may talk in a monotone voice and do not recognize the need to control the volume of their voice, speaking loudly in libraries or movie theaters, for example.

Many children with autism will use echolalia and scripted language, which means they repeat others’ words or sentences. They might repeat the words of familiar people (parents, teachers), or they might repeat sentences from their favourite video, songs, people.

When children repeat words right after they hear them, it’s known as immediate echolalia. When they repeat words at a later time, it’s known as delayed echolalia. As a result of the time delay, delayed echolalia may seem very unusual because these sentences are used out of context. For example, a child might enjoy a song his teacher sang at circle time, and then later ask to sing it at home by saying “It’s circle time” instead of saying the name of the song.

Echolalia is often described as meaningless, repetitive vocalisation and is actively discouraged. However, nothing could be further from the truth. Echolalia is authentic and functional communication that: is self-soothing and calming is a means of social connection shows an intelligent brain making purposeful connections is an important work-around for engagement when words aren’t accessible.

But there are also many reasons why children use echolalia for a communicative purpose, such as: To ask for things (e.g. a child might say “Do you want a cookie?” to ask for a cookie, as he’s heard others offer cookies this way before) To start an interaction or keep it going (e.g. a child might initiate a game of Hide and Seek by saying a line from the game, like “Ready or not, here I come!”) To draw someone’s attention to something (e.g. a child might draw attention to something he’s noticed by using a line he’s heard before to draw attention to something else, like “It’s a bird, it’s a plane, it’s Superman!”) To protest something (e.g. if a child imitates “You don’t want to wear those pants?” as his parent is getting out his clothes, he might really mean “I don’t want to wear those pants”) To answer yes (e.g. if a child imitates “Do you want some yogurt?” right after he’s been asked that question, he may actually want some yogurt and really mean “yes”)

Scripting can be a form of echolalia, which is the repeating of words or sounds someone has heard, and can be either immediate or delayed. Immediate echolalia is when the word or phrase is repeated right after it is heard, and delayed echolalia is the repetition of the word or phrase at some later point in the future. Scripting is often an example of delayed echolalia.

Scripting is also called “TV talk” because it is common to repeat lines from movies or television shows when scripting. Some who utilize scripting can memorize extensive portions of their favorite movies or shows, and easily repeat entire scenes or large paragraphs of dialogue.

Echolalia can be confusing. But by understanding why children use it and how it serves as a bridge to more flexible language, you will be better equipped to help a child who uses echolalia.

Gestalt language processing is a way of learning and building language in large “chunks,” or “strings of sounds” as opposed to single words. Those who are analytic language processors learn one word at a time, and then build their phrases by putting those words together as if they are “building blocks.” Gestalt language processors learn language in phrases or sentences, and then utilize those chunks of language as a unit. Because language is often learned and absorbed in full sentences, gestalt language learners may seem to have grammar that is more sophisticated, or advanced beyond their years.

Here’s an example. On your child’s favorite TV show, the main character always says, “let’s go everybody!” before going outside. Your toddler, who’s learning to talk, starts saying “let’s go everybody!” when the two of you leave your house, or as you’re walking out of the grocery store.

Here are some key characteristics of the two known methods of language processing:

Analytic Language Processing “Typical” language acquisition (historically known as this). Child learns single words as units first (ex: “go”). Progression of language learning moves towards combining words into different phrases and sentences (ex: “I want to go” or “go in”).

Gestalt Language Processing (GLP) Begins with the child imitating phrases he or she previously heard (delayed echolalia). A child then breaks down the phrase as he or she learns the meaning of the individual words. The child uses those individual words to build other, novel phrases and sentences to communicate.

You can think of Analytic language processing as a progression of acquiring language from parts to whole. Whereas Gestalt language processing progresses from whole to individual parts.

Hyperlexia is when a child starts reading early and surprisingly beyond their expected ability. It's often accompanied by an obsessive interest in letters and numbers, which develops as an infant.‌ Hyperlexia is often, but not always, part of the autism spectrum.

What Are the Types of Hyperlexia?

Hyperlexia I: This type happens when children developing without disabilities learn to read early and far above their expected level. Because other children eventually learn to read and catch up, this condition is temporary.

Hyperlexia II: This type of hyperlexia occurs in children with autism. They are often obsessed with numbers and letters, preferring books and magnetic letters over other types of toys. They also frequently remember important numbers such as license plates and birth dates. These children usually have more typical signs of autism, such as avoiding eye contact and affection and being sensitive to sensory stimuli.

Hyperlexia Ill: This type is like hyperlexia Il, but the symptoms decrease over time and finally disappear. Children with hyperlexia III tend to have remarkable reading comprehension, but their verbal language development may be behind. They also have excellent memories.

Childhood apraxia of speech (CAS) is a motor speech disorder which makes it difficult for children to speak sounds, syllables, and words. The difficulty has nothing to do with weak muscles or paralysis. Instead, in childhood apraxia of speech, the brain has a problem with planning out how to move the body parts used for speech, such as the mouth, jaw, tongue, and lips. The child knows what sounds or words they want to say, but their brain can’t figure out how to make all the face parts work together to make the sounds come out.

Children with childhood apraxia of speech (CAS) may have many speech symptoms or characteristics that vary depending on their age and the severity of their speech problems. CAS can be associated with: Delayed onset of first words A limited number of spoken words The ability to form only a few consonant or vowel sounds

These symptoms are usually noticed between ages 18 months and 2 years, and may indicate suspected CAS.

As children produce more speech, usually between ages 2 and 4, characteristics that likely indicate CAS include: Vowel and consonant distortions Separation of syllables in or between words Voicing errors, such as "pie" sounding like "bye"

Many children with apraxia have difficulty getting their jaws, lips and tongues to the correct positions to make a sound, and they may have difficulty moving smoothly to the next sound. They also have language problems, such as reduced vocabulary or difficulty with word order.

Some characteristics, sometimes called markers, help distinguish CAS from other types of speech disorders. Those particularly associated with CAS include: Difficulty moving smoothly from one sound, syllable or word to another Groping movements with the jaw, lips or tongue to make the correct movement for speech sounds Vowel distortions, such as attempting to use the correct vowel, but saying it incorrectly Using the wrong stress in a word, such as pronouncing "banana" as "BUH-nan-uh" instead of "buh-NAN-uh" Using equal emphasis on all syllables, such as saying "BUH-NAN-UH" Separation of syllables, such as putting a pause or gap between syllables Inconsistency, such as making different errors when trying to say the same word a second time Difficulty imitating simple words Inconsistent voicing errors, such as saying "down" instead of "town"

Many children with autism will use echolalia, which means they repeat others’ words or sentences. They might repeat the words of familiar people (parents, teachers), or they might repeat sentences from their favourite video.

When children repeat words right after they hear them, it’s known as immediate echolalia. When they repeat words at a later time, it’s known as delayed echolalia. As a result of the time delay, delayed echolalia may seem very unusual because these sentences are used out of context. For example, a child might enjoy a song his teacher sang at circle time, and then later ask to sing it at home by saying “It’s circle time” instead of saying the name of the song. He may do this hundred times in a row.

Echolalia is often described as meaningless, repetitive vocalisation and is actively discouraged.

However, nothing could be further from the truth. Echolalia is authentic and functional communication that: is self-soothing and calming is a means of social connection shows an intelligent brain making purposeful connections is an important work-around for engagement when words aren’t accessible.

But there are also many reasons why children use echolalia for a communicative purpose, such as: To ask for things (e.g. a child might say “Do you want a cookie?” to ask for a cookie, as he’s heard others offer cookies this way before) To start an interaction or keep it going (e.g. a child might initiate a game of Hide and Seek by saying a line from the game, like “Ready or not, here I come!”) To draw someone’s attention to something (e.g. a child might draw attention to something he’s noticed by using a line he’s heard before to draw attention to something else, like “It’s a bird, it’s a plane, it’s Superman!”) To protest something (e.g. if a child imitates “You don’t want to wear those pants?” as his parent is getting out his clothes, he might really mean “I don’t want to wear those pants”) To answer yes (e.g. if a child imitates “Do you want some yogurt?” right after he’s been asked that question, he may actually want some yogurt and really mean “yes”)

Echolalia can be confusing. But by understanding why children use it and how it serves as a bridge to more flexible language, you will be better equipped to help a child who uses echolalia.

All communication is valid and if an individual’s echolalia is discouraged, a valuable tool for self-regulation and communication is taken away from them.

There are some children are non verbal and use other forms of communication such as AAC devices or PPECs board. Both are helpful for users to create their personality. It transforms non-verbal speech pattern into extended vocabulary based speech pattern. It is the best method to support spontaneous and meaningful communication that generalizes to all environments. Everyone has the right to access any speech system that will meet their needs.

Often the decision of what type of AAC system the child uses is put up to a team of professionals that evaluates the child’s needs and abilities. These teams are typically called AAC teams and can be found at many larger hospitals across the world. If you don’t have access to such a team, here are a few things to consider when selecting a method:

- Child’s mobility and physical limitations - Family preferences and limitations - Number of different desired communication partners - Child’s cognitive level - Child’s visual and attention skills - Likelihood of long-term AAC use - Child/Family’s means of acquiring devices - What the child will be using it for

If nothing else, just pick something that seems suitable and give it a try with a child. You won’t know if it will work until you try. Make it as natural as possible. Think of it as similar to how you would encourage a late talker to talk.

- Get Familiar with the Child’s System - Model AAC Use Around the Child - Encourage the Child When he Attempts to Use it and Provide Differential Reinforcement - Have the Device Present at All Times - Set Up Opportunities for the Child to Use the AAC Device (in the classroom, at home, in speech, etc.) - Train Other Adults on How to Set Up Opportunities and Provide Differential Reinforcement

Can an iPad be an AAC device?

Fortunately, iPads are a viable Alternative and Augmentative Communication (AAC) modality, Some individuals may not know that an iPad can actually be utilized as an AAC device! iPads are beneficial as they are relatively inexpensive, more socially acceptable in today’s society, readily available and easily portable! In addition, there are a variety of different communication applications that can be trialed to fit your child’s specific needs!

While some individuals may be skeptical as an iPad has a variety of entertainment functions, some not necessarily too effective for communication, there is a way to ensure that a child remains only on their communication application. An iPad can be locked into the communication application, this is called guided access. When guided access is turned on an individual will not be able to access the home button to exit the communication software.

This does not mean you have to go out and buy the newest or the the latest iPad, you can use a preloved, refurbished or new iPad. As long as it is compatible with the latest iPadOS update provided by apple here is a list of those devices:

iPad mini (5th generation) iPad mini (6th generation) iPad (10th generation) iPad Air (4th generation) iPad Air (5th generation) iPad Pro 11-inch (3rd generation) iPad Pro 11-inch (4th generation) iPad Pro 12.9-inch (5th generation) iPad Pro 12.9-inch (6th generation)

After selecting a device for your child you will want to get a case! A heavy duty durable case from rug-ed.com they have many options to choose from for protection and tempered glass screen protectors. You can also order a neck/over shoulder strap for your child to carry the iPad with them for ease of communication when needed. Additionally, a key guard for iPad is beneficial if your child struggles with accidentally hitting the wrong image while selecting. This is best done when your child has adjusted to a specific app, as not all are the same.

Best Paid AAC APPs Pretty much all of the programs have a free trial of the speech apps. I would recommend trying out a few.

proloquo2go Grid LAMP Words For Life Coughdrop TouchChat

Best FREE AAC APPs SymboTalk Sono Flex Lite ChatterBoards AAC Fabulaa - Assistive Speech Weave Chat AAC

Making Your Own PECS

It’s also possible to make your own PECS, and it may be simpler than you think! First lets start with their 6 most needed. You can take pictures of the shoes, snack items, toys, activities etc. You’re obviously starting a picture system because your child needs a way to communicate his/her needs while lowering frustration. However, you need to ask yourself the following question:

- What does my child need to communicate the most?

For this, you need to think about your child’s unique situation. If your child needs help communicating when they are hungry, then you need picture cards to stand for hunger. To help your child communicate the basic need for food, you need to create a variety of options to signify “hunger.” If your child does not understand the concept of mealtimes, you can customize PECS cards to include their favorite foods! Customized cards representing favorite foods will help your child communicate what specific foods they feel like eating. Take a seat and write down all your child’s interests, favorite activities and preferences. As time goes on, this list will probably increase in size. But it’s important to stay caught up with what keeps your child’s attention the most. Why?

The more you follow your child’s interests with a picture communication system the more opportunities you’re creating for speech development in your child. This is because a child is more likely to show interest in communicating through PECS when they recognize their favorite toys, foods, activities and more. Here are some options on where and how to display PECS cards:

- In a storage binder (for storing extra cards, not in use) - A schedule board with Velcro (great for displaying on the fridge or in a child’s room) - A communication book (includes long Velcro strips to make sentences with picture cards)

If you choose to go the cartoon picture method you can find some free options at these sites:

- https://www.autism.net/resources/visual-gallery - https://www.talktometechnologies.com/.../activity-and... - https://www.naturalbeachliving.com/daily-visual-schedule/ - https://koriathome.com/free-printables-for.../Making Your Own PECS

To make your own PECS binder here is a list of items you will need:

- Your phone or computer - Printer and paper - Laminator & pouches (https://a.co/d/1JJggnF) (pouches: https://a.co/d/duEo0Jy) - 3 Ring Mini Binder (https://a.co/d/ecAT9pB) - Mini Dividers 2pks (https://a.co/d/glL2IMS) - Velcro Dots (https://a.co/d/bZRx4tl) - Scissors Here is what to do:

- Take photos of each icon item, with a plain background if possible (like a white towel) - Load photos onto computer - Open Microsoft Word - Select the Tools menu, then select Labels - Drag and drop photos into individual label spaces. Click on photos within spaces to resize as needed. -Print on color printer

You may need to experiment with your photo file size so that your images have a high enough resolution to print good icons, but aren’t so large that it takes a long time to drag-and-drop them into the Word document. One option is to adjust your camera’s image resolution before taking the pictures, another is to change the individual photos’ resolution once they are on your computer.

Once you have found your visuals, print them out and laminate them. For our mini travel binders, we use 1 inch x 1 inch pictures. This seems to be the perfect size for our on-the-go visual schedules, since they are smaller. If you decide to do a regular size binder or visual communication wall, you may choose to make your visuals bigger. We usually create a little table in Word and drop the pictures into there. Then, cut up your visuals. Take the strip of SOFT velcro and cut it up into small squares. Remove the film off of the velcro and place a small square on the back of each visual.

Make sure to peel off any labels on your mini binder. Open your tab dividers and insert them into the binder. We chose to use 2 packs of dividers (10 pages total) because we found that one pack wasn’t enough. (For the majority of the pages, we only put velcro on one side, just to keep it more organized and to prevent any of the visuals from catching on each other.) This is option on getting one or two packs, you can start with one and as your child learns to use the PECS more and you add more pictures you can expand.

Open up your box of velcro dots. When using velcro…always make sure to put the SOFT side on the item that you will be pulling OFF, and the HARD side on the more permanent item. For example, the hard velcro will go on the pages and the soft velcro will go on each individual visual. Next, make a couple lines of HARD velcro dots to match the length of the tab dividers. Can put two rows on the front of each tab divider. (Again, we avoided putting velcro on front and back simply to make sure that none of the visuals were catching on each other.) Peel off the film on the back of the HARD velcro and stick 2 rows of dots equally spaced on each divider.

And just like that, you have your own visual and travel PECS binder! Feel free to explore with this project and create something special and unique to your needs and the needs of your child! The same steps can be taken to make a visual board at home, on the fridge, the cabinet, the bathroom, their room, etc, anywhere can be a communication location. As your child learns to associate the pictures with their needs and to communicate using the PECS or the communication board you can start to add more and more.

Share with us below the methods your child communicates with you.