Non Speaking Perspective From a Neurodiversity Lens
When a child is labeled as non-verbal it can be limiting and automatically assumes that the individual has no intent or meaning in the ways they are communicating. Instead of looking at non-verbal communication as something that is limited, when working with autistic children, we should see each individual as neurodiverse and take extra steps as parents and professionals to understand their strengths and differences. Communication can happen through eye gazes, gestures, or vocalizations. How can we know what the child is communicating when they don’t use words? There is power in relationships. Humans are social beings, we were created to rely on relationships to develop. Using developmental models such as DIR Floortime® harnesses the key affective or emotional aspect of these relationships to promote the child's development.
Joyful interactions through attuned connections can foster more communication. Asking ourselves reflective questions can help us have a greater interpretation. What is the child’s communicative intent? Am I noticing any musical vocalizations? In what ways can I have a better understanding of this child to support their communication? We must always presume competence and respond to the child’s intent with emotional connection and shared joy.
Joint attention, imitation, gestures, and vocalizations look different in every child. More Speech-Language Pathologists are becoming trained to better support neurodiverse children. Many therapists are now familiar with the differences in analytical vs gestalt language development. The research shows that a high percentage of autistic children are gestalt language developers. Gestalt language development is a model of language development where the child acquires gestalts (scripts) as units of language. Gestalt language developers who are non speaking may communicate using a mix of unintelligible strings of language or song melodies. These all have meaning to the individual and should be responded to with acknowledgment. Focusing on developmental capacities such as regulation, engagement, and two-way communication are appropriate milestones for non speaking children. As we follow the child’s interest we can better support their development through interactions that support their strengths.
Parents and professionals play a big role in sharing neurodiversity affirming language and models with not only the child but with their influences as well. Autistic self advocates speak about ways that we can be respectful to children’s differences and value them as unique individuals, not just their diagnosis. By giving extra wait time and being in a shared experience, we allow the child more processing time and opportunities to see their ideas. This gives us the lens to see the child’s intent and have a shared experience. Traditional therapy approaches lack this understanding and we need more families and professionals to stand firm and help spread neurodiversity, especially of non speaking individuals. Love and connection needs no words, only respect and compassion.
From the desk of Ashley Gillespie