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• Child has limited speech or is nonverbal.
  
  
• Child exhibits repetitious and ritualistic self-stimulating behaviors ("stims").
  
  
• Child possesses a large vocabulary or speaks in sentences, but lacks the ability to use language successfully in social situations.
  
  
• Child screams, cries, hits, throws objects, etc.
  
  
• Child is unable or unwilling to participate in activities of daily living (i.e., brushing teeth, using the toilet, personal hygiene, preparing own meals, dressing self, etc.).
  
  

Area of Challenge:
Child has limited speech or is nonverbal.

Guiding Principles:

• If you teach that language is used for communication (and not just sounds to be memorized and repeated), then you show the child that there is a reason for speaking.

• Our Autism treatment shows that if language is seen as both useful and fun, children will be motivated to use it.

• Respond quickly to sounds that your child does make. When your child makes a sound (even if you are not sure they are trying to speak), move quickly and offer something, even if you don't know what they are requesting. Demonstrate that verbal communications get people to move. Show your child that speech will give him power.
• Show the power of language by teaching action verbs or effective nouns. (For example: If you teach the word "up", you can pick your child up when they use the word. In contrast, if you teach the word "table", there is no specific action to take as a result of using this word. Effective nouns might be "ball" or "cup," etc.)
• Celebrate every attempt at communication. If your child tries to say a word, cheer and celebrate wildly! We want children to be excited to try and try again. We encourage this by celebrating not just success, but all effort along the way.

• Children and adults use these behaviors to organize their understanding of their environment and gain a sense of internal control.
• These behaviors may be curative in nature.
• These rituals are a doorway to human interaction and social relationships.
• These behaviors are comforting to children and have a purpose even if we don't understand it.

• Rather than try to forcibly stop a behavior, join the behavior to help solitary play become tandem play. Sincerely take part in their games before asking them to take part in yours.
• Join in your child's activity by imitating exactly what they are doing. (For example: If your child is flapping their hands, flap your hands with them.) Position yourself so your child can see what you are doing.

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• If we help a child build confidence in social communication, they will try harder.
• Children are motivated to use their verbal skills with others when they are shown the benefits of doing so.

• Recreate social situations in a distraction-free environment in order to role-play familiar community/social situations.
• Offer specific phrases/sentences you want your child to learn within the context of an exciting activity or game. (For example: Rather than correct your child or "feed" him/her sentences to repeat, create a game called "grocery store" and show your child how to interact with you as you play the cashier.)
• Be willing to discuss your child's topic of interest (Thomas the Tank Engine; shopping malls; repetitive questions such as, "What time is dinner?") with enthusiasm. Be a model. If we want our children to discuss our areas of interest, we want to first be willing to discuss theirs. After we have followed their area of interest, we can then begin to gently guide the conversation in different directions.
• Rather than continually correct your child or show him/her how is off point is redundant, celebrate the fact that your child is communicating with you. Let your child know how much you enjoy hearing him/her speak and share.

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• Children use these behaviors because they work. If a child is screaming, it's because he learned that this is the way to get what he wants. If this behavior is no longer useful, he will no longer use it.
• Every child and adult is doing the best he can. For whatever the reasons, in this moment he is not able to find another way to do it. If he could, he would.
• Our reactions play a vital role in encouraging or diminishing each behavior.

• Give no reaction. Keep your facial expression and voice tone unresponsive (i.e., don't frown, yell, grimace, etc.). Always move slowly and quietly during this time, so you are minimizing your reactions, and therefore, no longer being a possible support for these behaviors.
• Rather than attempt to ignore these behaviors, explain in a calm and caring voice that you don't understand when your child communicates with you this way. Even if your child is not verbal, your explanation is useful, both in content and tone.
• Avoid giving the "payoff " your child wants. If you give your child what he wants when he screams, you teach him that this is an effective way to communicate.
• Take care of yourself. Minimizing reactions does not mean you have to allow your child to hit or pinch you. Try putting a pillow in front of you and slowly moving to another location.
• Offer an alternative. If your child is pulling your hair, offer him a string to pull instead. If he is throwing blocks, offer him a pillow or stuffed toy to throw.
• Give substantial reactions of celebration every time your child is gentle and makes requests in a way you prefer.
• Move quickly when they request in a sweet or clear way so that you show them the contrast between these types of communication.

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• All people (children and young adults) move toward that which is enjoyable. If these activities are seen as pleasant, our children will move toward instead of away from them.
• People require time to learn—it is worth investing time to help your child acquire new skills.

• Take these activities "out of the closet." Teach these activities ongoingly throughout the day. Rather than only doing them during very busy times of the day (i.e., when trying to get your child out the door so they don't miss the bus), take other opportunities to slowly teach these skills.
• Give attention to and celebrate all family members who successfully participate in these activities (i.e., "Yay daddy! You put on your own jacket!").
• Give big, exciting reactions to any signs of interest or willingness in this area (i.e., if your child looks at the toothbrush, if he puts his shirt on backwards, etc.).
• Make it fun! (What? Brushing teeth fun? Yes! Brushing teeth can be fun!)
• Be flexible regarding timing. If your child moves away from brushing his hair, rather than force or push it, wait 10 minutes and try again.

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