Strategies to improve communication with children with ASD

Currently, we understand autism spectrum disorder (ASD) as a mental health disorder that interferes to a greater or lesser degree with the development of daily life activities.

There is a first area of difficulty which refers to problems of communication and social interaction.

The difficulties that children with autism spectrum disorder experience in establishing correct verbal communication, using functional language, can hinder their social interaction.

This difficulty can lead to greater frustration at not being understood, which can in turn increase anxiety. Furthermore, we also encounter difficulties in nonverbal communication through the use of gestures, facial expressions, body posture, or eye contact.

As a result of all these difficulties, which may vary in severity, it is common for children to experience challenges at school or at home. Therefore, we must create and facilitate an environment that helps us understand their needs and demands, thus enabling a smooth transition into daily life.

Next, we will list and describe in detail two everyday tools that can be very helpful in daily life. Specifically, these tools are particularly useful for children with ASD who have limited or no language skills.

Create a visual schedule to help with your daily routines

A visual schedule will be very useful for structuring the different routines and activities that will take place throughout the day, from waking up until bedtime. On this visual schedule, we can include daily routines such as hygiene, meals, and bedtime, as well as more complex daily tasks or routines that, if anticipated, will be easier for the child.

Steps to create a visual schedule:

• You will need a wide strip of cardboard, where you can place photos or pictograms (a drawing or sign that expresses a message, place, figure or real object) that show daily routines.
• Select the photos or pictograms that help you show what the routine is.
• Place them on the cardboard strip, attached with Velcro, according to the order of the day and following the recommendations of the reference professional.
• Place the visual timetable strip vertically, in a visible location suitable for the child's height.
• To indicate the start of the activity, we will point to the photo or pictogram in the presence of the child and accompany it with a verbal instruction.
• Finally, once the activity is over, we will remove the photo or pictogram, accompanying it with a positive verbal reinforcer to indicate that they have done it correctly.

A communication strip for basic needs

The communication strip, unlike the timetable, will help us to establish more direct communication with the child, so they can tell us what they want to do at that moment or what they feel like doing.

It will be very useful for communicating basic activities such as going to the bathroom, being thirsty or hungry, as well as more frequent activities of interest.

It is important to know the child's interests in order to personalize the photos or pictograms so that they are more useful.

Steps to create a communication strip:

• You will need the same materials as in the case of the visual timetable
• The difference is that the position of the communication strip will be horizontal.
• Place it in a visible and accessible location for the child.
• Attach to the strip the different photos or pictograms corresponding to the most common needs.