Learning To Communicate: Nonverbal

Madeline babbled as a infant, we would talk and sing to her all the time. I would read her stories every night. hoping that she would speak. I learned sign language to see if I could get her to sign back to me and let me know what she needed. Which really seemed to help her a lot. Every time I would sign she would do the sign and then say the word. repeating after me. It was a major break through at the time. Her favorite sign was cracker, every time she signed cracker she would get a gold fish cracker. Milk and juice were her other two favorites.

As she grew older and started going to school and things changed. I had told the school that I was using sign language as a form of communication because it got her to say words. She knew a lot of words, she just wouldn't say them independently. The school told us that because ASL was not a common form of communication in the general population she was to us PICS. Basically pictures to show us what she wants and needs. This didn't work for Madeline. Her Autistic behaviors (throwing, stimming, meltdowns from overstimulation etc.) got in the way of her using the PICS. They had made us a book of pictures velcroed to pages, which seemed liked it would be helpful and of course I was going to try it out. But it just wasn't what worked for her.

When Madeline needs to speak the most is when she is feeling something, whether that be happiness, sadness, pain, hunger, anger, frustration, fear etc. During the time that she is "feeling anything" she can't focus on anything else. So to us as parents we get no explanation for the extreme behavior, it just happens. "Is she tired? hurt? hungry? " What is it? "Why is she screaming like she is in pain?" This is why I put speech first, over the years I have learned that the more she can tell me and the more she understands the things that I say really helps lesson the extreme behaviors, "meltdowns, throwing, screaming"

Madeline will refuse help in these situations as well. When she is sick or hurt, she can't tell me what is wrong. If we are sick we can express that our throat or head hurts. when we are injured we can let someone know that we can't walk because our ankle or we hit our elbow on something. Madeline cannot tell me, nor does she want me to help her. I can't hug her or wipe her tears, that is even more overstimulating.

I had posted a video on TikTok of her going over feelings in school. She was sitting with the teacher and she had a book with different feelings and pictures of the feelings. They were showing the picture of the feeling and signing and saying the word. Someone had left a comment saying that you can't learn emotions without feeling them. I understand what they are saying, but Madeline already has the feelings, she expresses them daily. When she is overstimulated by any one of these feelings or emotions there is no explaining to her what it is. Not at that time anyway, of course every child is different and they learn differently and understand things differently and not at the same pace as others. It has taken Madeline a very long time to even say those words must less connect them to the feeling at the same time.

I have had to pay attention to her surroundings and her actions to try and figure out what she needs, wants or don't want. So instead of getting frustrated with her that she threw her plate in the floor, food flying everywhere. I see that she is finished with her meal and say "No, we don't throw. We say All done." and get her to say and sign "All done." Then I have her pick up the plate and put it in the trash. I did this for years, and at first she would just scream and cry and lay in the floor. Now she does it without me asking her. She doesn't throw "as often" and she will do things without a meltdown. It is a slow process but with consistency and a lot of patience it can be done.

We are just taking everything one step at time. Maybe she has not associated the words to the feelings yet. But she is saying and signing it, and that's what matters

We are making some progress. As a mom of a child with special needs to another, do what you know is best for your child. Never stop fighting, never stop trying different things. What may work for your child may not work for another, and that's ok. There are so many forms of communication and ways to express our selves. Finding what works for you, your child and your family is what is important.

Right now Madeline uses ASL, PICS and an AAC device. to communicate. One day I hope she will be able to speak independently without using assistance. But until then we will keep working and pushing. Below is some information on different forms of communication and hopefully you can relate to something that is specific to your child and can find a way to help increase speech that works best for them.

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For a child with nonverbal autism, echoing is a common behavior where they repeat words, phrases, or sounds they hear from others or from their environment. This behavior is also referred to as echolalia.

Echoing is an important communication tool for children with nonverbal autism, as it allows them to communicate their wants and needs, express themselves, and engage with others, even if they are not able to initiate speech on their own. By echoing the words or phrases they hear, they can show that they understand language and can participate in social interactions.

There are two types of echolalia: immediate and delayed. Immediate echolalia refers to the repetition of words or phrases immediately after they are heard, while delayed echolalia refers to the repetition of words or phrases that have been heard before, often in a different context.

While echoing can be a useful communication tool for children with nonverbal autism, it can also be a barrier to communication if the child is unable to use language in a meaningful way. For example, a child may repeat the same phrase over and over again without understanding its meaning or without being able to use it to convey their own message.

To support a child with nonverbal autism who exhibits echoing behavior, it is important to provide them with opportunities for language development and to encourage them to use language in a meaningful way. This may involve using visual aids, such as pictures or symbols, to help the child understand the

meaning of words and phrases, as well as providing them with opportunities to practice using language to express themselves. It may also involve working with a speech therapist to develop language skills and communication strategies that are tailored to the child's individual needs and abilities.

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ASL stands for American Sign Language, which is a visual language that uses hand gestures, facial expressions, and body language to communicate. ASL is a valuable tool for children with nonverbal autism who have difficulty with spoken language, as it provides them with an alternative means of communication.

ASL uses a system of handshapes, movements, and positions to convey meaning, allowing users to express themselves in a way that is both precise and expressive. For children with nonverbal autism, learning ASL can help them communicate their needs, wants, and emotions to others, while also providing a way to engage with the world around them.

One of the benefits of using ASL with children with nonverbal autism is that it can help reduce frustration and anxiety, as it provides them with a means of expressing themselves when spoken language is difficult or impossible. ASL can also help improve social interaction, as it allows children to connect with others and engage in conversation, even if they are not able to speak.

There are many resources available for parents and caregivers who want to introduce ASL to children with nonverbal autism. These may include books, videos, and classes that teach basic ASL vocabulary and communication skills. It may also be helpful to work with a speech therapist or other healthcare professional who has experience working with nonverbal children to develop a communication plan that is tailored to the child's individual needs and abilities. With the right support and resources, ASL can be an effective tool for promoting communication and social interaction in children with nonverbal autism.

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Receptive language refers to the ability to understand and comprehend spoken or written language. For nonverbal children with autism, receptive language skills may be delayed or impaired, meaning that they have difficulty understanding what others are saying or following verbal instructions. Receptive language skills are critical for communication, social interaction, and academic learning. For nonverbal children with autism, developing strong receptive language skills can help them better understand their environment, communicate their needs and wants, and engage with others. There are many strategies that parents and caregivers can use to support the development of receptive language skills in nonverbal children with autism. These may include using visual aids, such as pictures or symbols, to help the child understand the meaning of words and phrases. Repetition and consistency can also be helpful, as it can help the child associate words with their meaning over time. It is important to note that receptive language skills can vary greatly from child to child, and that children with autism may have difficulty with different aspects of language. For example, some children may struggle with understanding complex sentences, while others may have difficulty with basic vocabulary. Working with a speech therapist or other healthcare professional who has experience working with nonverbal children with autism can help identify areas of strength and weakness and develop a plan for supporting receptive language development.

I will specifically go over the AAC device and its uses in another blog. I hope this is helpful.

If you enjoy reading this blog, stay tuned next week for another weekly post. Follow us on TIKTOK @findingthepieces and if you would like to reach out to me with questions or a story to share please email me @ findingthepieces25@gmail.com

Meagan & Madeline.