Communication Strategies for
Individuals with ASD
Kathleen “Mo” Taylor, OTR/L
The Autism Programs
Center for Development and Disability
University of New Mexico
This presentation is made possible, in part, by the
support of the American people through the United
States Agency for International Development (USAID).
The content of this presentation is the sole responsibility
of the author(s) and does not necessarily reflect the
views of USAID or the United States Government.
The opinions and views expressed by the authors in this
document do not necessarily reflect the views and
opinions of KPMG.
Training Objectives
• Have an understanding of how people with
ASD communicate
• Be familiar with the strategies used to
support receptive communication with
children with ASD
• Be familiar with the communication signals
that children with ASD give expressively
University of NM, CDD, Autism Program, Taylor 2/11
What is Communication?
• Receptive Communication: Ability to
recognize and understand another’s
communicative signals. Internal – may not
be observable.
• Expressive Communication: What one
person conveys to another. Observable –
can be seen/heard.
The sharing or receiving of information
from one person to another.
University of NM, CDD, Autism Program, Taylor 2/11
Communication is Reciprocal
“Think ping-pong,
not darts!”
University of NM, CDD, Autism Program, Taylor 2/11
Communication Characteristics
“Classic” Autism
• Little or no speech
• Difficulty expressing wants and
needs
• Communicates needs through
behaviors
• Difficulty asking for help
Aspy & Grossman, 2007
University of NM, CDD, Autism Program, Taylor 2/11
Communication Characteristics
• Immediate echolalia
• Repeats other speakers previous
utterance
• Delayed echolalia
• Recites lines from movies, TV
• Repeats words or phrases from
previous situation
University of NM, CDD, Autism Program, Taylor 2/11
Communication Characteristics
• Difficulty following rules for conversation
(turn-taking, topic maintenance)
• Difficulty joining or ending conversation
• Difficulty with reciprocal commenting –
only responds to direct questions
• Fail to initiate or respond to greetings
University of NM, CDD, Autism Program, Taylor 2/11
Communication Characteristics
Stereotyped, Idiosyncratic Language:
• Repeats sounds, words, phrases
• Makes up new words
• Uses highly specific meanings for
words, phrases
• Asks repetitive questions
University of NM, CDD, Autism Program, Taylor 2/11
How do most of the children with
ASD here communicate?
University of NM, CDD, Autism Program, Taylor 2/11
A visual system that tells you where to go
and in what order (sequence) to go in.
There are many
types of schedules
so it must be
individualized for
each person.
Visual Schedule
University of NM, CDD, Autism Program, Taylor 2/11
Visual Schedule Walk Through:
• Visual Schedules tell you where to go visually.
• This example is large so you can see it.
• It is set up left to right because the child is a beginner reader.
• It is a part day schedule because the whole day is overwhelming to him.
• The child pulls the picture and carries it to the receptacle that is located
at the area indicated in the picture. (this is a constant reminder of
where to go)
• If the schedule is left to right then the receptacle should be L to R
• The child finishes the activity and has a positive routine of going back to
his schedule when he needs information.
• He watches his day go away on the schedule and looks forward to
things he likes coming next.
• We could easily take him around hand over hand but this schedule is
teaching independence.
University of NM, CDD, Autism Program, Taylor 2/11
Schedule Types
How Long:
Part Day
Full Day
Week
1st this then that
Location:
Wall
Table
Mobile
Type:
Object
Photo
Picture symbols
Word
Phrase
University of NM, CDD, Autism Program, Taylor 2/11
Why use a Visual Schedule?
• Builds flexibility
• Rely on something not somebody
• Increase independence in more
environments
• Helps with generalization
• Provide predictability
• Helps alleviate anxiety
University of NM, CDD, Autism Program, Taylor 2/11
Table talk…
• Look at examples of visual schedules on your tables.
• What type of schedule is it? (object, picture, photo,
word, phrase)
• Is it left to right or top down and why?
• Is it all day, part day, or 1st then?
• Is it stable or a mobile schedule?
• Is there a receptacle or not?
• How does the person manipulate it?
• Who do you think could teach it?
Questions to ask yourself when developing a schedule:
University of NM, CDD, Autism Program, Taylor 2/11
Ability to recognize and understand
another’s communicative signals.
Receptive Communication:
University of NM, CDD, Autism Program, Taylor 2/11
Communication signals we see:
• Eye gaze
• Body orientation
• Objects
• Gestures
• Vocalizations
• Words
• Behaviors
*** We have to watch for these signals***
University of NM, CDD, Autism Program, Taylor 2/11
Why work so hard to communicate
with children with ASD?
• Everyone deserves the right to get their needs met.
• Everyone deserves the right to be heard.
• Communication leads to independence which can come in many levels, and even the slightest bit can improve one’s self concept.
• You will be an adult a lot longer than you will be a child and an adult with no functional communication system can be very frightening.
University of NM, CDD, Autism Program, Taylor 2/11
What can we do to be better
communicators with people with ASD?
• Don’t talk so much!
• Don’t assume people with ASD understand what you are
saying.
• Use visuals to indicate where you want the person to go.
• Set up situations where the child NEEDS to communicate.
• Be aware that receptive and expressive communication
skills may be at different levels.
• Slow our pace down and hold our expressions
• Use a visual system
University of NM, CDD, Autism Program, Taylor 2/11
Our goal is to help teach people
with Autism and we must be open
to people with Autism teaching us!
University of NM, CDD, Autism Program, Taylor 2/11
Questions / Evaluation
Thank you…
University of NM, CDD, Autism Program, Taylor 2/11