Non Verbal Communication Essay

739 Words2 Pages
bulb-icon

Recommended: Uses of verbal and non verbal communication

Knowing other forms of communication is important because it can help to decrease negative behaviors for those who are non-verbal, and to understand their wants and needs. Many Autistic children have trouble with socializing and understanding different facial features, tones of voice, body language. For a non-verbal Autistic child the level of difficulty increases along with the chance of them becoming frustrated. There are many ways for a non-verbal child to be able to communicate, such as PECS boards, writing, different technology on ipads. This paper will provide evidence to answer the question: What are some techniques that are used to help a non-verbal Autistic child communicate? Annotated Bibliography
Laura DeThorne, Mariana Aparicio …show more content…

Also incorporates how a child with Autisms sensory is affected. In addition to auditory comprehension differences, individuals with autism frequently show atypical responses to audiovisual speech, suggesting a multisensory contribution to these communicative differences from their typically developing peers (Ryan A. Stevenson 2013). This article helps to understand that there are other forms of communication for a non-verbal Autistic child to learn and use, but also makes the readers aware of some hurdles and complications that come along with being …show more content…

Phase 1, physical exchange. Phase 2, expanding spontaneity. Phase 3, picture disrimiation. Phase 4, sentence building. Phase 5, responding. Phase 6, responsive and spontaneous comments. PECS treatment had a significant impact on communication outcomes and more limited effects on maintenance and generalization of gains (Ganz et al. 2012). Included in this article is how PECS is used in the classroom and taught to “grade level” peers so that a child with Autism could also communicate with children his/her age. I found this article to be the most informative and helpful with showing how the child can communicate with not only the educators and parents but also other children, and how a non-verbal child with Autism can create

Show More
Related

  • ABA Strategies for Language Acquisition and Development

    1198 Words  | 3 Pages

    Incidental teaching focuses on child-initiated interactions. (Hall, 2013) Incidental teaching is used to increase skills of individuals with autism spectrum disorders. (Hall, 2013) A study done by Hart and Risley (1975) looked at the incidental teaching process used at the preschool age to aide in teaching language. Incidental teaching has been the most frequent strategy that has been used to teach language. When using incidental teaching a child’s request may be verbal or nonverbal. Examples include reaching for an object that is out of one’s reach, requesting food or a toy or calling an adult’s name. There is a series of decisions that an adult can use to respond to the child’s request. These choices include: if the occasion should be used for incidental teaching: if so then a choice regarding the language behavior that is obtained from the child, and then a choice has to be made concerning the cue that will be used to initiate instruction, the cur could be focus of attention by itself, or in addition to the focused attention a verbal cue as well. If the individual does not respond to the cue, then a choice concerning the degree of prompt to be used, the “fullest degree: a request for imitation; medium degree: a request for partial imitation, or minimal degree: a request for the terminal language behavior.” (Hart & Risley, 1975) This study was performed on boys and girls between the ages of four years old to five years old. The baseline procedures ensured that the children had a variety of vocabulary for use in sentences. The sentences that they were taught was “I want x so I can y.” The second step of the procedure was the use of incidental teaching of compound sentences directed to teachers. After thirty-six days of school, the incidental teaching began to occur when the children needed assistance in trying to get different preschool materials.

    Read More

  • Reflection Of Neurotypical

    1191 Words  | 3 Pages

    For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later

    Read More

  • Behavioral Language Assessment: Part 1 (ABLLS-R)

    806 Words  | 2 Pages

    The topic for today's reading was Behavioral Language Assessment: Part 1 (ABLLS-R). One of the assigned readings, Language Assessment and Development in Toddlers with Autism Spectrum Disorders, presented several key findings emerged from a study of early language abilities in a large sample of toddlers with ASD. They found out that although the measures employed in this study to assess emerging language skills in toddlers with ASD involved direct assessment, parent questionnaire and parent interview, there was a very close agreement among these different measures. Also, they found that both receptive and expressive language were much correlated with a range of general and social cognitive variables and motor skills, and that the best concurrent predictors for both receptive and expressive language were gestures use and nonverbal cognitive ability. Children with autism are now being identified at younger ages, and earlier research has consistently found that early language skills in this population are heterogeneous and an important predictor for later outcome. The goal of this study was to systematically investigate language in children with autism and to find early correlates of receptive and expressive language in the population. For this study, 164 children with autism between the ages of 18 and 33 months were evaluated on several cognitive, language and behavioral measures. The findings have important implications for intervention programs targeting this population. The acquisition of spoken language should be viewed from a developmental perspective and interventions should target not only training in sound-meaning relationships, but also the broader set of social cognitive skills that are intimately linked to ...

    Read More

  • Picture Exchange Communication System (PECS)

    860 Words  | 2 Pages

    The results that she gained showed that using PECS as a way for improving communication skills is beneficial. Children who were now able to make sentence strips “I want” plus desired object, are also able to use concepts such as color, size, and number. After doing this experiment, many reports from parents were receive saying how it is much easier to communicate with their children. Also, some comments were received from teachers indicating how autistic children have improved in their ability to take part in classroom

    Read More

  • Should Autisitc Children Be Mainstreamed

    1343 Words  | 3 Pages

    Development of social skills is very important for children that are diagnosed with autism because of ...

    Read More

  • Melodic Intonation Therapy

    1155 Words  | 3 Pages

    Wan, C. Y., Bazen, L., Baars, R., Libenson, A., Zipse, L., Zuk, J., Norton, A., & Schlaug, G. (2011). Auditory-motor mapping training as an intervention to facilitate speech output in non-verbal children with autism: A proof of concept study. PLoS ONE, 6(9), 1-7. doi: doi:10.1371/journal.pone.0025505

    Read More

  • Communicative Difficulties In Children With Autism

    1756 Words  | 4 Pages

    As a high school student, I worked with a thirteen-year-old boy named Ricky as a sign language tutor. Ricky had autism and did not acquire speech other than the word “ma”. A high population of children with autism does not acquire speech, and intervention is needed. Other methods of intervention exist, but teaching signs is one of the most useful ways of giving nonverbal children the power of communication. Although researchers often seek to solve problems, I approach this topic from the perspective of a teacher. Teachers must grapple with educating a higher percentage of children with communicative challenges due to a growing diagnosis of autism. Special education policy must work to support the needs of these students while giving teachers opportunities to practice appropriate interventions. The success of sign language instruction will vary among children, but invested parents and teachers may be able to help a child realize his or her communicative potential.

    Read More

  • Teaching Writing to Students with Autism

    2045 Words  | 5 Pages

    Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.

    Read More

  • Visual Support Essay

    1533 Words  | 4 Pages

    The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.

    Read More

  • Social Stories with Children with Autism

    1769 Words  | 4 Pages

    Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.

    Read More

  • Problems With Autism, The Problem Of Communication And Communication

    789 Words  | 2 Pages

    People with autism can have problems understanding speech and language. Because of their defects they don’t feel the need to communicate and may very well not have any understanding of how other people might respond to a communicated message. Messages may also have an emotional component. Comprehension of speech and language is normally done through sound. This requires paying close attention to the sound(s) then being able to transfer them in terms of words then being able to understand the words intended meanings.

    Read More

  • Understanding Non-Verbal Communication

    1901 Words  | 4 Pages

    In its most basic form, communicating involves a sender who takes his or her thoughts and encodes them into verbal and non-verbal messages that are sent to a receiver. The receiver than decodes the messages and attempts to understand what the sender meant to communication. The communication is completed when the receiver transmits verbal and nonverbal feed back to indicate his or her reception and understanding of the message. This process takes place within a context; also know as rhetorical situation, which includes all that affects the communication process such as the sender-receiver’s culture, the sender-receiver‘s relationship, the circumstances surrounding the sender-receiver’s interaction, and the physical environment of the interaction.

    Read More

  • How does autism affect the development of a child

    560 Words  | 2 Pages

    One of the most exciting milestones for a parent to witness is the first words a child speaks. However children that are diagnosed with Autism Spectrum Disorder (ASD) have difficulty speaking. Often times, speech is delayed which makes communication with the child difficult. The first thing that a child learns to do is cry. This is how they alert their parents or caregivers of what they need (Baby Center, 2014). At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is there way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. The communication of a child with ASD is habitually rigid and repetitive (CDC, 2013). This can include things that they hear on a normal basis, like commercials or songs.

    Read More

  • Teaching Children with Autism

    1481 Words  | 3 Pages

    One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).

    Read More

  • Non Verbal Communication Case Study

    1327 Words  | 3 Pages

    The channels of nonverbal communication are the body, the face, the eyes, space, artifacts, time, paralanguage and silence.

    Read More

More about Non Verbal Communication Essay

Open Document