Welcome to the module on functional communication in students with ASD. Communication can be defined as the process of exchanging thoughts, messages or information between individuals through a common set of symbols, signs or behaviours. Communication includes how we communicate (form), what we communicate (content) and why we communicate (function). For students with ASD, communication is one of the key impairments that characterize the disorder. Functional communication is the means by which an individual spontaneously and independently communicates his/her wants and needs and socializes with others. This communication can occur through a variety of forms, including speech, picture exchange, gestures, sign language and assistive devices.
Individuals with ASD may appear to be communicating, however be unable to communicate effectively with others in a meaningful way. For example, a student may have verbal speech, however be unable to use his/her words to ask for help. If the student is unable to communicate in a functional manner, inappropriate behaviour may occur as a result of frustration.
After completing this module, the participant will
- Understand the function of communication
- Understand the impact of communication difficulties
- Be aware of communication skills required in the classroom
- Be provided with strategies to support functional communications
Questions to be Answered
- What are the main functions of communication?
- What impact do communication difficulties have on the student with ASD?
- What are the communication skills needed for successful classroom functioning?
- What classroom strategies assist in teaching functional communication skills to student’s with ASD?
Functions of Communication
This refers to the reason why we communicate and can include the following:
- Request – The ability to request allows the student to express the desire for an item, assistance, break etc. The student may exchange a picture to request a snack.
- Reject/Protest – This allows the student to indicate he/she does not want an item. For example, the student may push an undesired item away.
- Comment – This allows the student to convey information about a topic. An example would be using an assistive device to make a statement about what he/she did at home the previous night.
- Greeting – The student is able to interact in a social manner. For example, the student may wave goodbye to a peer at the end of the day.
The function of communication for students with ASD tends to be more restricted, primarily communicating wants and needs through requests and protests rather than communicating for social interaction including greetings and commenting.
The communication skills of a student with ASD are assessed by a Speech Language Pathologist. The student’s ability to use his/her mode(s) of communication in a functional manner will be assessed to determine if he/she is an effective communicator. This may occur through observations, parental/caregiver/educator report and completion of a checklist.
Understand the Impact of Communication Difficulties
Students with ASD can experience challenges in daily activities due to their communication difficulties, including issues with behaviour, anxiety, bullying, social interactions and school curriculum.
- Behaviour – The student may use behaviour as a way to communicate. For example, if he/she is overwhelmed or frustrated without a functional way to communicate, this may result in a tantrum, or if he/she wants an item of interest the student may take the item if unable to request the item.
- Anxiety – Difficulty communicating or understanding others language may cause anxiety which can result in echolalia and self-injurious or self-stimulating behaviours such as biting or rocking.
- Bullying – Students with ASD may experience bullying as they may literally interpret what others have said and may also use language that is not age appropriate.
- Social Interactions – As a result of communication challenges, the student may have difficulty participating in play or social interactions with peers. Due to a lack of awareness of the unwritten rules of social interaction, the child with ASD may not follow social scripts or respond appropriately to nonverbal cues.
- School Curriculum – A student with ASD may have difficulty accessing the curriculum due to challenges understanding verbal instructions and abstract language and concepts.
Essential Classroom Communication Skills
When developing functional classroom communication, teach the following skills:
- Requesting a desired item – “I want/need ……” Requesting can be done by using oral language, PECS, signing or voice output devices (iPod, TechTalker, Tango etc.) REMEMBER: The student needs to be motivated to request an item (see “Classroom Strategies to Develop Functional Communication”).
- Asking for help
- Asking for a break – a student who is able to request a “break” when needed, is less likely to have a behavioural “meltdown”.
- Able to indicate “yes” and “no”– this is important when the object/action is not immediately present e.g. “Do you want to go to the gym?”
- Able to indicate “like” or “dislike” of an item
- Expression of feelings – happy, sad, sick, hurt
Being able to express these essential skills allows a student to control their environment and thus leads to less behaviour problems.
Determine Students Level of Communication
- Functional – Spontaneous & Independent
Observe the student to determine if he/she presents with functional communication. Communication is deemed “functional” if it is: SPONTANEOUS and INDEPENDENT’
If the student needs to be prompted to communicate, it is important to work towards independence and spontaneity.
“Prompting” may occur in the form of a verbal prompt:
- “Do you want a drink?” Say – “Drink please”
- “Do you want a drink? Go get your PECS binder and show me “drink”
There may be a gestural or physical prompt:
- Touch child’s elbow to encourage a picture exchange.
- Point at the child’s book or communication device as a reminder to use it.
Prompting may be necessary when teaching someone how to use a communication device but it is important to fade the prompting so the child does not become “prompt dependent” (only communicates when prompted to do so)
For additional information on prompting, see handout “Prompting Hierarchy”.
Give the Students Something Meaningful to Communicate
The student needs to be motivated to communicate. Set up activities which give the student a reason to communicate.
- Place a favourite toy or activity out of reach – student motivated to request “help” to get toy down or requests toy by name.
- At recess time, “hide” a mitten/boot. Student will need to request item.
- At computer time, “hide” the mouse. Student will need to request “mouse” before being able to use the computer.
- Put food items in containers which are difficult to open. Student requests “help” or “open”.
- Give student part of a desired food item and keep the rest (in sight). Student will need to request item (“cookie” or “more”).
- Offer a student something they don’t like, (food or activity) and have them indicate rejection – “don’t like that”.
- Engage the student in an activity of interest that necessitates the use of an instrument for completion (crayon for colouring, spoon for eating, scissors for cutting). Have a third person come over and take the instrument, go sit down away from the students and wait for them to request the item so they can complete the task.
- Open a jar of bubbles, blow bubbles and then close the jar tightly. Give the jar to the student or hold the jar and wait (for request of “bubbles” or “more” or “open”)
- At circle/music time present the student with a number of choices regarding favourite songs. Allow them to choose the song for the class to sing.
- At free time, allow the child to make a choice in regards to what activity they would like to do.
- Communication Throughout the Day – IN ORDER FOR COMMUNICATION TO BE “FUNCTIONAL” IT NEEDS TO OCCUR THROUGHOUT THE DAY – AT DIFFERENT TIMES, WITH DIFFERENT PEOPLE AND IN DIFFERENT ENVIRONMENTS.
Prompting may be necessary when teaching someone how to use a communication device. Although prompting is a valuable teaching tool, it is extremely important that it is used only when necessary and to fade prompting as quickly as possible because we do not want people to become “prompt dependent”. For this reason, it is a good idea to give prompts from their least intrusive form to most intrusive form, otherwise known as a “prompting hierarchy”.
Always start with the least intrusive prompt or if you find this too time consuming, start with the prompt that is one level less intrusive than you usually end up providing.
Independent Present the communication situation and wait up to 10 seconds for the child to initiate. If the interaction is completed without prompt, then provide positive feedback (i.e., Great work!) and follow through with the interaction. If it is not completed, then move on to a general verbal prompt.
General Verbal Prompt Present the communication situation and ask an open ended questions (i.e. What do you want? What should we do next?). Wait up to 10 seconds for a response. If the interaction is completed, follow through and provide positive feedback. If it is not completed, then moved on to the specific verbal prompt.
Specific Verbal Prompt Present the communication situation and provide a specific verbal prompt (i.e. “If you want the apple, point to the apple”). Wait up to 10 seconds for a response. If the interaction is completed, follow through and provide positive feedback. If not, then move onto a gestural prompt.
Gestural Prompt Repeat the verbal prompt while providing a gestural prompt (i.e. point to the symbol for apple while saying “if you want the apple, point to apple”). Wait up to 10 seconds for a response. If the interaction is completed, follow through and provide positive feedback. If not, move onto a physical prompt.
Physical Prompt (hand-over-hand) Repeat the verbal prompt and provide partial or full hand-over-hand assistance. Follow through with the interaction and provide positive feedback.
Keep in mind how motivating the situation is for the child. If the communication interaction is about something the child really likes or is interested in, you will have more success in fading prompts
Communication is one of the core deficits of ASD. If a student has functional, meaningful communication it can impact positively on their behaviour and social interaction with others. The word “functional” implies communication which is spontaneous and independent. We, as educators of children with ASD, can employ many strategies which will lead to functional communication versus communication which is prompt-dependent and serves a purpose for the adult rather than the student themselves.
Universal Supports and Planning Guide – Thames Valley Children’s Centre 2009
Communication Temptations – Adapted from Whetherby & Prutting 1984
Prizant, B.M. and A.M. Wetherby, “International Communicative Behaviuor of Children with Autism: Theoretical and Practice Issues” Australian Journal of Human Communicative Disorders 13, 2, 1985 (pp 42, 43)
Incorporating PECS Across the Day Frost, Lori and Bondy, Andrew
Pyramid Educational Consultants of Canada Inc.