What can your non-speaking child with autism talk about?

Ian Nordling, a non-speaking youth with autism. Communicates using the alphabet board. He is a researcher at the University of Virginia. Spreads knowledge about alternative ways of communication, inclusion, etc.

He spoke at one of the conferences together with a specialist in speech pathology - Elizabeth Vosseler. She has known him since childhood. Elizabeth shared her experience of working with such children and asked various questions to Ian. And he answered with the alphabet board.

The most important of their speech:

1. Speech is a motor function. Speech problems are often associated not with cognitive impairments, but with motor ones.

If a person cannot speak, this does not mean that he has no thoughts and that he does not understand anything. That is, “in the head” there are words, but there is no ability to bring these words out with the help of speech. Therefore, it is very important to establish alternative ways of communication with such a child.

What Ian wrote about this: “I can only say a few words. But fortunately, I have a way to communicate. More words began to appear when I began to communicate using the alphabet board.”

2. When working with such children, we always initially assume that the child's intelligence is higher than testing shows. Because any testing is tied to motor functions (circle, underline, choose, etc.). And if there are problems with motor development or dyspraxia, then the results of such a test will be underestimated.

In this case, there is a risk that we underestimate the child. And, perhaps, he understands everything, only he cannot say and perform an intentional action due to motor problems.

“I would rather be overestimated than underestimated,” Ian replied to the question of how he feels about being underestimated.

3. It is important to get rid of the labels "low-functioning", "high-functioning", "smart", "stupid", etc.

If we talk about a “low-functioning” child, then automatically everyone will expect bad results from such a person.

Ian's take on labels: "Most people would call me low-functioning, but here I am doing a presentation for you!"

4. Do not speak badly about the child in his presence!!! Children hear and understand!

We must always assume speech comprehension initially if the person cannot use speech.

Ian: “One day I was standing in the store looking at boxes of cereal. A boy came up and asked what my favorite cereal was. I couldn't answer and he said, "Are you retarded?" I remember how much it hurt me."

5. With non-verbal people, you need to use a wide vocabulary.

The words we use in speech we learned because we heard them in our environment because people used these words around us and explained what they mean.

If you are preparing dinner and the child enters the kitchen, tell him what you are cooking, what products, etc. And so always, in all situations. The show, tell, explain. If you use 50 words with a child because you think that he does not understand anything, then he will not even have the opportunity to learn something new.

How Ian teaches new words: “When I hear new words, I can usually figure out their meaning from the context. But if this is a completely new word for me, I need to be explained what it means ... I like it when they explain it to me.

6. Include nonverbal people in the conversation.

Don't just talk to the baby's mother if the baby is standing nearby. Include him in the conversation, and reach out to him. Do not use 3rd person pronouns (he, she, etc.) in front of the child.

Ian's opinion: "It is very important for me when I am in a group of people who assume that I understand everything ... So I feel that I am appreciated and I matter."

7. Content must be age appropriate.

Books, podcasts, movies, etc. It is necessary to "feed the brain" with relevant information.

Ian's opinion: “My education was very limited. I was constantly taught the same thing because they thought I didn't understand anything. It was terrible".

8. A lot of people will look at how Ian communicates and say: “Well, of course, he is easy, because he is highly functional.”

Ian's opinion: “Oh, God, I didn't always know how to do it. I just practiced a lot."

Build alternative ways to communicate with your non-speaking child. He has something to tell. If you are not yet ready to use the alphabet board, use PECS, gestures, etc.

Give your child a voice.
Give him the opportunity to express his opinion.
Get to know your child.