Communication is a fundamental aspect of human interaction, facilitating the expression of thoughts, needs, and emotions. However, for children with autism spectrum disorder (ASD), communication can present significant challenges. Some children develop vocal language skills, some may develop these skills but struggle with expressive language, such as initiating conversations or understanding abstract language, and others may be nonverbal. Applied Behaviour Analysis (ABA) offers a comprehensive approach to addressing these challenges and fostering effective communication skills in children with autism. In this blog post, we'll explore various forms of communication that can support children with autism in developing their communication abilities.
First, let’s clear up the difference between non-vocal and non-verbal:
Non-Vocal
"Non-vocal" refers to individuals who do not use speech or vocalisations as their primary means of communication. These individuals may have limited or absent vocal language skills, but they may still communicate through other means, such as gestures, facial expressions, body language, or alternative communication methods like sign language or augmentative and alternative communication (AAC) systems.
Non-Verbal
"Non-verbal" refers to individuals who do not use spoken language to communicate and who are non-communicative through other means, such as gestures or facial expressions.
Forms of communication we often see...
Sign language: Some children with autism benefit from learning sign language as a form of communication. Sign language can provide a visual and tactile way to express thoughts and needs. Signs or manual signs from sign languages can be used as augmentative communication methods to supplement spoken language or serve as a primary means of communication for individuals who are nonverbal. For a child to learn sign language, pre-requisite skills include fine motor manipulation and imitation skills.
Augmentative and Alternative Communication (AAC): (AAC) refers to a set of tools, strategies, and techniques used to supplement or replace spoken language for individuals who have difficulty with speech or are nonverbal. AAC encompasses a wide range of methods that aim to support individuals in expressing themselves, understanding language, and interacting with others. These methods may include communication boards, speech-generating devices, and computer-based systems. Augmentative communication refers to the strategies and tools that supplement existing speech or vocalizations to enhance communication. Alternative communication refers to the methods and systems that provide a substitute for speech when spoken language is not an option or is insufficient.
Picture Exchange Communication System (PECS): PECS is a communication system that uses pictures, symbols or visuals aids to represent words, phrases or concepts to help individuals with autism initiate communication. The pictures are exchanged for desired items or to express their needs or wants.
Communication Boards: Communication boards are physical or digital boards containing symbols, words, or pictures that individuals can point to or touch to communicate their messages.
Speech-Generating Devices (SGDs): SGDs are electronic devices that produce speech output based on the user's input, such as pressing buttons, typing text, or selecting symbols on a screen. These devices can range from basic devices with pre-programmed messages to more advanced systems with customizable vocabulary and voice options.
Gestures: A gesture is a form of non-vocal communication in which visible bodily actions communicate particular messages, either in place of, or in conjunction with, speech. Gestures include movement of the hands, face, or other parts of the body, such as pointing.
Effective communication is critical for children with autism to navigate their social world, express their needs, and build meaningful relationships. Through various forms of communication interventions within ABA, children with autism can develop the skills they need to communicate effectively and interact successfully with others.
These are just some examples of how ABA can be used to target communication skills in individuals with autism. It's important to recognise that the communication needs of children with autism vary widely, and what works for one child may not work for another. A personalised approach that considers the child's strengths, preferences, and individual communication style is crucial for effective communication intervention.

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