5 Ways to Communicate Better with Language Processing/Autistic Students

As the parent of a child with autism, my patience has multiplied a thousand fold since she joined us on this earth some eight and a half years ago.  I can now calmly say, "Do you want ketchup?" in an even tone ten to fifteen times before I start to get irritated.  This didn't come over night, but with love and patience, I realized that my daughter wasn't "ignoring" me or "tuning me out" on purpose. Sometimes, as teachers, it's more difficult to reach our students with autism, or other students with difficulty in the area of receptive language processing, because we don't live it all day long every day, and we may not have a firm understanding of exactly what is going on in those cute little noggins of theirs. While I am not a speech pathologist (or a medical doctor!) I do know what works for my daughter and what I have seen work for other children who are listening but just can't process what is being said to them. Here are five things that might make your life a little easier.

1) Say the child's name first in the sentence.
If I want my daughter Imma to hear what I'm saying and to know that I am speaking to her, I need to say her name at the beginning of the sentence.  With other children, we can take for granted that they will hear the sentence and realize we are talking to them without saying their names first, but not for these kiddos.  It is far more effective for me to say, "Imma, how was your day?" than it is for me to say, "How was your day today, Imma?" Because if I slip up and follow the second pattern, my next sentence will be, "Imma? Imma?? How was your day? Hey, how was your day today? Did you have a good day...?"

Say the child's name first.

2) Leave out unnecessary words.
Sometimes these precious kiddos can't keep up with all of the words we are throwing at them at once. It's much  better if we leave out the words we don't need. For example, when Imma first started kindergarten, even after two years of PPCD, she still had problems following simple directions in the classroom. Her kindergarten teacher quickly figured out that, "Imma, backpack!" worked a lot better than trying to say, "Imma, get your backpack and put it on. It's time to go home."  Imma knew enough to infer that if she didn't have her backpack, it was time to get it. Likewise, if she had her backpack already, it was time to put it away. Think about trying to learn a foreign language. Don't we learn (and then use) key vocabulary words first? It's the same with this situation. Less is more.

Keep it simple.

3) Don't start over.
My daughter used to have about a fifteen second delay in her processing. That's a really long time. (Try slowly counting to fifteen if you don't believe me.) So, if someone asked her a question, she needed a solid fifteen seconds to think about it before she could start to answer. Over the years, it has shrunk down to where she can answer most questions in about five seconds--which is still slower than most but not bad.  The thing is, if you try to ask her (and all children with language processing struggles) the question again once she's started to process, she's going to have to start her processing over.  In her brain it's a little like this:
"How was your day?"
Hmmmm, Mom asked me a question. Something about my day. I wonder...
"How was your day?"
Okay, she's saying something else. I think it's something about my day...
"Did you have a good day today?"
I heard something about good.  I wonder what she wants to know. Am I being good today?
"Imma? Are you listening to me? I asked you a question."
Okay... does she want to know if I listened to questions today...
You get the idea. Every time you open your mouth, the processing starts again. So, even though it's hard, give them time to think--without talking.

Give them a chance to think.

4) Use visual aids as much as possible.

A lot of times language processing students need visuals to support their learning, especially with vocabulary and new concepts. Any time you can show them a picture--or physically demonstrate--what you are talking about, not only will they have a better understanding, they will also retain the information longer. Visuals are good for all of our students, so incorporate them as much as possible.

Demonstrate and use visual aids.

5) Be patient. 
This might be the most difficult one of all, but it is also the most important one. We have all been in situations when we know that children are ignoring us on purpose, and it's very difficult to stay calm when we know kids are making life more difficult for us on purpose. However, it is important to remember that most of the time, these kids are not understanding us even though they are trying their best to do so. With that in mind, try to keep your voice even and friendly, even when you're starting to feel frustrated or upset. Try to smile and be encouraging.  Back to the ketchup--it is a true story. I once sat in a McDonald's at repeated the phrase, "Imma, do you want some ketchup?" at least ten times, with a smile on my face and my voice as chipper as possible, leaving the ten or so seconds between requests. She just wasn't with me.  The people at the table next to me were looking at me like we were both crazy (and that's okay, let them look) but eventually she answered. And, no, she didn't want any ketchup.

Love is patient; love is kind.

I have noticed an influx of language processing referrals lately, and I'm not exactly sure what to attribute it to. But the more students with this difficulty we identify, the more patience we're going to need as educators. If you suspect a child in your class, or someone you know, may be struggling with language processing, contact your speech pathologist or Response to Intervention team coordinator as soon as possible.
What experiences do you have with students who struggle to process language?

Light it Up Blue!

Today is National Autism Awareness Day and April is Autism Awareness month.  In support of everyone on the spectrum, please show your support by wearing blue or doing something "blue" with your family.  For example, frost blue cupcakes, pick some blue flowers, put a blue light bulb in your porch light and leave it on this evening.  Your support is much appreciated by everyone with Autism Spectrum Disorder and the family, friends, teachers, and others who love some one with autism.

From the time my oldest daughter was 2, it was suspected that she might have autism.  We have walked the path of therapy, research, anxiety, blame, despair, evaluation after evaluation, so I know quite well how other parents with children who have special needs feel.  After a full individual evaluation, it was determined that Imma does not meet the criteria for an autism diagnosis at this time and in fact, she is doing tremendously well now and most likely never will fit that criteria. Nevertheless, she is a special needs child and I can certainly identify with parents who are in the process of having their child evaluated or who have received a diagnosis of autism.  It is not an easy journey by any means and these parents, like the parents of all children with special needs, sincerely need the support of the entire community. If you know a family with a special needs child, please consider finding a way to assist that family. Even if it's just bringing by a pizza or some groceries, taking the time to stay with the child while the parents go out, or bringing by something you know the child likes, your small act of kindness will mean so much.

My daughter at 2 1/2, just as we were beginning the journey toward evaluation

I have a personal blog where I've talked at great lengths about our journey.  You can find that blog here if you'd like to read more. I have spoken to many parents, teachers, grandparents, and family friends who have concerns about children and they are not sure what to do.  My best advice is to encourage parents to speak to their pediatricians if you suspect there may be some symptoms of autism present.  If you are a parent and you are having some concerns about your own child, a simple visit to the doctor can either relieve your fears or put you on a path toward diagnosis and treatment. Early detection is so critically important.  Trust me, ignoring symptoms or explaining them away will not help your child.  Only the experts can do that.
Early signs of autism can include, but are not limited to:
speech delays
regression in speech
lack of social awareness
repetitive movements, such as rocking, spinning or arm flapping
repetitive activities, such as sorting toys or lining them up
lack of eye contact
For my family, it was a regression in speech coupled with changes in social behavior and a lack of awareness that caused us to speak to our pediatrician.  Imma received therapy through Early Childhood Intervention and attended two years of the Preschool Program for Children with Disabilities before starting kindergarten this year.  She also received outside speech and occupational therapy.  She continues to have speech services through our school district as well as support from a special education teacher.  Imma is extremely intelligent but struggles with language processing and some sensory integration.  Though we do not believe she has autism, these disorders can look very similar to autism and only trained experts can determine exactly what is causing the differences.  This is why it is critical to speak to a pediatrician as soon as one notices early signs of  developmental differences.
There are many sources of information about autism online but my favorite website is Autism Speaks.  It is extremely user friendly and straightforward. If you have questions or need resources, I strongly suggest you visit this website.
1 in 88 children is now diagnosed with autism.  Chances are, if you're an educator, you know several children on the autism spectrum.  If you haven't done so, please take some time to get to know these amazing children.  Thank their teachers.  Encourage their parents.  Awareness means doing what we can to make a difference and today is the day to do just that. Light it up blue!