Getting the Word Out

On Friday, I presented a workshop on signed-communication to some very enthusiastic parents.  I have to say that this may be my favourite thing about my job.  Talking!!  It's still hard to believe that I was raised by a Deaf parent because I can talk like nobody's business!  The parents who attended my presentation were there for various reasons....some had children with communication difficulties, some had typically-developing infants, and some were child care professionals who wanted to be more effective at supporting children with different communication needs.  Whatever the reason for attending, this was a group of very eager participants from beginning to end.  I can't wait to do it again!

It's never ok to use the "R" word.

Look-a-Likes

Some signs can resemble each other quite closely. This
is especially true when significant modifications are being made to your child’s signs. I have noticed when modifying signs, many instructors will use a child’s non-dominant hand as a base for most of the child’s signs. This limits the ability to make each sign distinguishable. Try creating a base with other parts of the body such as the trunk, shoulders, and chest.

"Please and Thank You"

Most parents and educators want children to have good manners when requesting items. However, words like "Please" and "Thank You" are very abstract and difficult for all children, and especially children with autism, to understand when they are they are first learning to talk. As well, when first starting out with signed-communication, you will only be introducing single words. All children learn to speak using single words before they can put two words together. Asking a child who has limited expressive language with verbal or signed words to jump from using single words to two is an unreasonable expectation.
Learn more about this topic by ordering Signed-Communication for Children with Autism.

The Sign "Window"

Where

and how you sign is as important at the actual hand-shape of your sign. Signs are usually created in a "window" from your head to your torso. There are few exceptions to this rule. Using this window allows people who are communicating to regard each other’s faces, as they would if they were speaking verbally. Using areas outside of this window is distracting, impractical, and not a natural way to communicate.

Positive Pairing

If the person who is leading the intervention is not the child’s parent or other person whom the child knows well and likes, the intervener must first positively pair themselves with the child. In other words, a teacher, therapist, support worker, or respite provider, must be liked by the child. This means that before intervention begins, the instructor needs to get to know the child, build rapport, and be viewed positively by the child with autism. Several "sessions" of play should take place and during this time no demands should be placed on the child. He should be free to play with the toys and activities he enjoys and the instructor should play passively alongside him. The time invested in this exercise will be well spent. When instructors choose to "dive" right into instruction without this step in pairing, the results can be detrimental to the learning process.

Problems with Touch

In order to teach your child to sign, it will be necessary to touch his hands in order to shape and prompt signs. Many children with autism are very sensitive to touch and so it will be necessary to find ways to help your child become tolerant of someone touching his hands.  When children are exposed to hand touch during playful situations they may begin to de-sensitize to touch and therefore become less avoidant when you need to touch their hands during teaching.  Try tactile activities like playing with play dough, digging in a sandbox, water play, finger-paint, playing "patta-cake" and any other activity that involves touching different textures.  Also keep in mind that some children with autism are very sensitive to light touch but tolerate a more firm touch. As your child becomes more comfortable with his hands being touched firmly, he may become increasingly accepting of lighter touch. Get to know your child's preference for touch and incorporate touch into his play. It will be important to introduce these activities slowly and to never force your child to touch things that he is not yet comfortable with.