When researching about how nonverbal children with autism
communicate, researchers have found that through the use of sign language or
Picture Exchange Communication Systems (PECS) nonverbal children with autism
are able to communicate with their peers. Although PECS do not require the
children to necessarily known semantics and additional linguistic ideas, sign language
does require knowledge of how language is formed and used.
According to research done by Gordon et al., PECS are
considered to be an effective device to increase communication in children with
autism. The researchers tested the form and function of spontaneous
communication in nonverbal children with autism to see what classroom-based
interventions were successful when learning language (448). Picture Exchange Communication Systems (PECS)
were used to teach spontaneous and function communication to children with
autism in a social context. PECS are used to communicate a request, thought, or
anything else that can be displayed through a picture. This provides nonverbal
children an opportunity to communicate and initiate conversation with peers or
adults.
It is known that one of the characteristics in children
with autism is their limited language and communication skills. Their limited
language skills affect their cognitive and social development as well. According
to Onur Kurt, communication skills can be taught to nonverbal students with
autism through visual means or representation; such as using sign language or
gestures while communicating. Kurt found that using sign language while using
spoken language is most effective when teaching expressive and receptive
language skills to children with autism, compared to when using only spoken
language. He also came to that conclusion that by using discrete trial training
while incorporating the use of sign language in order to teach language is
beneficial for the students and assists in the learning process.
When I used to volunteer in a preschool autistic
classroom while I was in high school, there were two students who were nonverbal.
In order to teach them language, we used sign language to teach them the
necessary signs first, then worked on colors, animals, etc. While teaching the students the signs for each
word, we would make sure we used spoken language along with the sign language. I
witnessed students successfully learning their signs/words while using spoken
language simultaneously. Children with autism may have difficulties with their
auditory processing system which is also why using both spoken language and
visuals, such as pictures or sign language is extremely helpful. The interesting thing to witness was how
students learned semantics while using sign language. Since American Sign Language was not being
taught to the students, it was much easier to teach them semantics since we
taught the students Signed Exact English which uses the same grammar patterns
as their peers are learning to speak.
It is amazing to see the process in which children with
autism learn language. Through my own
observations, I found it is easier for the students when learning Signed Exact
English because it uses the same patterns as their peers when learning
semantics, pragmatics, etc.
 |
| Pictured is a child and an adult using assistive technology to help the child communicate. |
