Communication Priorities for Children with Autism

1) EYE CONTACT

Say the child's name, if he/she does not look at you, say the name again while turning his/her head toward you and holding his/her face in position until at least brief eye contact is made. Do this before giving any direction for the child to follow.

2) TURN TAKING

Set up opportunities to play with toys that can be used for turn-taking (e.g., puzzles, magnetic pieces, paper and one marker/pencil). Encourage the child to develop sensitivity to your taking one turn for each of his/hers

(as demonstrated in therapy sessions).

3) TASK COMPLETION

Ensure that the child completes a task before beginning the next. For example, he/she needs to stay in his/her seat (or within an area) while eating or doing structured play activities or completing any assigned task. Watch for signs that he/she may be ready to "flee" and provide cues/structure to prevent him/her leaving until the task if finished.

4) CHOICES

Provide opportunities for the child to make choices verbally (e.g., Do you want _____ or ______?), then give him/her what he/she has chosen. At first, he/she will frequently echo the last word you said and then be upset when you give it to him/her. Provide a second opportunity for him/her to choose (when this occurs) and emphasize the word you want him to "echo" - the one which was his/her choice.

5) YES/NO

If you ask a "yes" or "no" question, accept only a "yes" or "no" (word or gesture) as a response even if this means that you have to manipulate the child's head to make the appropriate gesture or you have to provide a firm verbal model of "yes" or "no" for him/her to repeat. Avoid saying, "Say yes", because the child will say "Say yes", (which is not an appropriate response.)

6) FOLLOW DIRECTIONS

Give a direction only once (after getting eye contact to ensure that you have the child's attention), then if the child does not respond, give the direction a second time while cueing or manipulating the child to respond appropriately.

© Parent-Child Services Group, Inc. 6/98
Lynne F. Harmon, M.A., CCC-SLP
Permission to copy for educational purposes only