Development of communication and socialization in children with autism

When one person communicates a message to another using verbal or non-verbal means, it is called communication. When two people, such as an adult and a child, interact and respond to each other, it is called communication. Children with autism spectrum disorder (ASD) often have trouble communicating with others. This is because the child not only needs to respond to others, but also needs to initiate conversation. Many children with ASD can do this when they want something, but they do not usually use communication to make social contact or show something to another.

Children with autism may experience difficulties in understanding the social rules of communication, which can make it even more challenging for them to interact with peers or adults in a typical way.

It is important to remember that socializing and communication does not always involve the use of language and speech. Most children with autism spectrum disorder have delayed speech development or lack the ability to use speech as a means of communication. Thus, other methods of communication must be used before speech emerges, and the use of language will be a natural extension of these methods.

The four different stages of communication are:

  1. In the first stage of development, the child feels independent and prefers to play alone. He often speaks unintentionally. It is worth noting that children are most often diagnosed with ASD at this stage.
  2. In the second stage of development, the child begins to realize that his actions can influence others. He begins to use communication to express what he likes and wants. To get what he or she wants, the child may lead the adult to places or objects he or she wants.
  3. The third stage is the beginning of communication. At this stage, the child enters into longer and more conscious relationships with others. The child begins to imitate other people to express his needs. Over time, he begins to shift his gaze and point to objects to show the adult his desires, which demonstrates his participation in two-way communication.
A child is trying to express emotions
The child begins to imitate other people to express his needs

 

4. In stage four, the child is better able to communicate with others. He is able to talk and carry on simple conversations. Despite this, the child may feel confident in familiar environments (e.g., home) but may encounter problems when he or she enters a new environment, such as daycare or school. In these situations, the child may appear to ignore the person talking to him or her, interrupt him or her, and break the rules of communication by using memorized phrases.

How adults can influence the communication of a child with ASD

1. Take on the role of a helper as well as a teacher

If a child can’t express his needs, adults may want to do everything for him. Fetch his shoes and tie his shoelaces. However, if you do this, you’ll decrease the likelihood that your child can manage on his own. It is especially difficult to determine what a child can and cannot do when they are still in the self-sufficiency stage. In such circumstances, it is best to always ask your child if he or she needs help, and then wait and ask again before you start helping your child.

2. Instead of letting your child do things alone, encourage him or her to do them with others

When a child shows no interest in socializing with adults, it may seem like it is just a demonstration of independence. However, the child should not be left alone because they need to learn how to socialize.

The basic technique is to persistently participate in whatever activity your child is passionate about; it could be playing with a string or taking toys out of a box and putting them back in. Keep trying, even if your child reacts to such attempts by attaching anger and aggression. Anger is also a form of communication, which is better than no communication at all. Your child may gradually realize that communicating with others can be fun.

3. Take your time, pause, and give your child the opportunity to communicate

Caring for a child with autism spectrum disorders is a challenging and time-consuming task. Adults often want to rush their child through everyday tasks, such as eating breakfast or getting dressed. However, it is helpful for a child with an autism spectrum disorder to be given extra time to complete these tasks; they need more time to become aware of their environment and think about what they might say during these activities.

4. When playing with your child, take on the role of partner, not leader

The child needs less and less supervision as he or she develops communication skills. A child will find it difficult to start his own conversations if he is asked too many questions or suggestions. It is important to observe and respond to what the child does.

A mother is playing with a child
Playing with a child, take on the role of a partner

5. Provide positive feedback to the child

It is very important to reward the child for any attempts to understand and talk. You will increase the likelihood that your child will try it again if you do. You can use simple descriptive phrases to comment on your child’s achievements. In this way, the child will be able to make connections between your specific words and what you are saying.

6. Encouraging requests

To accomplish this, you can place favorite toys, food, or videos on a high shelf so your child can see them but not reach them. Instead, you can place your child’s favorite item in a container that is difficult for them to open, such as a jam jar or ice cream carton. This will make the child ask for help and create communication between the adult and child.

7. Give your child a toy that is difficult to play with independently

Games or toys where you have to push to make them work can be difficult for a young child, but they can also hold their interest. Leave time for the child to figure out how to use the toy or game after receiving it. An adult comes in and helps the child when they become frustrated because they can’t make the toy work.

8. Play “high-interest” toys with your child

Toys such as balloons and soap bubbles are very popular because they can easily be used for large numbers of people. A child can enjoy simple games such as inflating a balloon and then releasing it to make it fly into the air. A simple way to encourage adult-child interaction is to inflate the balloon halfway and then wait for the child’s reaction before inflating it all the way. To achieve a similar effect, you can use soap bubbles. Blow a few bubbles in the child’s direction and once they have their attention, close the container of liquid and then wait for their reaction.

9. Give items gradually

If a child is getting everything he needs, he has no reason to ask an adult for anything else. A child can express his desires better if you limit the amount of toys and food he gets. For example, if a child wants a cookie, break it into small pieces and give him only one piece until he expresses his desire.

10. Let your child decide when to stop an activity

If your child is participating in an activity with an adult, don’t stop until your child shows you it’s time to stop. Watch for grimaces of displeasure or when your child discards objects for the activity. In this case, the child has been obliged to signal his intention to leave the activity. If the child is not using speech to indicate that he or she is finished, use words such as “that’s it” and “that’s enough.” This accompaniment will improve the child’s speech development.

A child doesn't like an action
Let your child stop an activity

11. Increase the amount of communication by following the child

It is important to follow your child rather than control them. This will allow the child to talk when they are doing things with others and increase their amount of socialization. If the child takes the lead in their activities, they will pay more attention to the activity and will also learn to make choices on their own.

How adults can help a child with ASD better understand what is being said to them

Processing information is difficult for children with autism spectrum disorders. He or she has difficulty understanding the world around him or her. A child with ASD may not understand the words that go along with a situation, even if he understands it. Adults sometimes think that the child has understood their words, simply because they are following instructions. However, because the child has performed these actions before, they simply knew what to do in a particular situation despite the lack of verbal instructions.

There are several strategies that can help a child better understand what others are telling them.

1. Speak as little and as slowly as possible

Adults should limit the number of words they use with a child, but they should use enough words to give them all the information they need. Highlight key words and emphasize them in each situation.

Repeat key words and use gestures to emphasize them, such as pointing to an object that stands for the key word.

2. Less words, more emphasis, speak slowly and show!

The adult should speak to the youngster using single words if the child has only recently begun to utilize speech. Just mention the child’s favorite meals and toys, for instance. It’s crucial to offer the youngster what you’ve classified right away if you use this kind of communication. The youngster will no longer understand the term if their focus is drawn to anything else.

There should be pauses in between phrases and spoken words. The youngster with ASD will have more time to comprehend what is being stated as a result. To allow the youngster time to absorb the spoken information and consider their answer, the adult should employ the pauses.

When accompanied by gestures, the youngster is better able to comprehend what is being stated. For instance, an adult should give the youngster a drink while feigning to hold a glass and sip. Eating is no different. This may be accomplished by using enlarged facial expressions and gestures, such as nodding the head in response to “yes,” shaking the head in response to “no,” and waving the hand in response to “hello” and “goodbye.” It is ideal to show your kid a picture of the person you are discussing while you are talking to them about them, for example, “Grandma is staying here.”

Visual aids such as graphic timetables, drawings, hint cards, and picture sequences may also aid in your understanding.

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