Tailoring Speech Therapy for Autistic Children: Insights and Practical Tips for Supporting GLPs
Supporting language development in Autistic children who communicate using echolalia can be a complex task. In this informative blog post, we discuss valuable insights and practical tips for providing speech therapy to Autistic children who rely on echolalia as their primary mode of communication. (If you are wondering why we use the term “Autistic” rather than “person with Autism," please refer to our previous blog post about the language we use.)
Autistic children who communicate using echolalia are most likely Gestalt Language Processors (GLPs), meaning they generally understand and communicate verbal information in longer-than-word chunks (i.e., phrases, sentences, songs, scripts from tv shows/movies, etc.).* For GLPs who may benefit from direct intervention to support the development of self-generated language, speech therapy is a great option.
Speech therapists who work with children, both on and off the spectrum, need to support their clients' learning while at the same time making the activities engaging, fun, and enjoyable. When working with Autistic children who are GLPs, it's also important to tailor the activities and approaches to their unique sensory and communication needs and preferences. Here are 5 tips for designing successful and supportive speech therapy sessions for Autistic kids.
Make it play-based
Play-based speech therapy is essential when working with children because it allows them to engage in a fun and enjoyable experience while simultaneously working on their communication skills. Through play, children learn to communicate more effectively and develop their social and emotional skills, while also enhancing their cognitive and motor abilities. In addition, play-based therapy can help to reduce anxiety and increase motivation, as children are more likely to be engaged and invested in activities that they find enjoyable.
Incorporate their specific interests into the session
Autistic children often have deep interests in particular topics or activities. Using their interests as a basis for the speech therapy session can be an effective way to engage them and keep them motivated to participate. For example, if the child is interested in cars, you can use car-themed toys or games to facilitate language learning. By incorporating their passions, you can help them feel more comfortable and motivated to participate in the session. It's important to note that a child's interests should never be withheld from them to get them to comply with demands. This can be traumatizing, relationship-damaging, and counterproductive to learning. Instead, use a child's interests as a way of engaging them in learning. Showing them that you care about their interests is another way of letting them know that you care about them.
Use multi-sensory activities
Autistic children in particular tend to process information through multiple senses at once, so using multi-sensory activities can be an effective way to facilitate language learning. For example, you can use tactile materials such as playdough or sensory bins to help them understand language concepts. You can also incorporate music or movement activities into the session to engage them in a way that uses multiple senses.
Provide experiences and activities that support regulation
Often, Autistic children already engage in behaviors that serve to help them keep their bodies regulated. This may include seeking or avoiding certain types of sensory input. It may be that they stim by jumping or spinning, humming, or throwing objects to watch them fall to the ground. We must allow children to use their self-regulating behaviors within the context of therapy as well as try to incorporate new sensory experiences that seek to serve the same purpose. We need to look at their stimming behaviors as clues as to what they need to feel safe and regulated so that they are in a space to learn. Some children may enjoy and benefit from visual stimulation (bubbles, colorful lights), tactile input (deep pressure, kinetic sand), or vestibular movement (swings, trampolines) as part of speech therapy. It's important to keep these in mind to help the child feel as comfortable as possible during therapy and to help them stay ready to learn.
Use visual aids to help them see the big picture
Autistic children and GLPs tend to see the overall context of a situation rather than focusing on individual details. Using visual aids such as photos, drawings, diagrams, or storyboards can help your clients see the bigger picture and better understand the language concept you are teaching. For example, you can use a visual aid to help them understand the steps involved in a particular task or the sequence of events in a story. By providing a visual representation of the information, you can help them better understand the concept and how it fits into the bigger picture.
In conclusion, play-based speech therapy sessions can be a fun and effective way to engage children in language learning. When working with Autistic children and GLPs, it's important to tailor the activities and approaches to their unique learning and sensory needs. By incorporating their passions, using multi-sensory activities, helping their bodies stay regulated, and using visual aids, you can support them in developing their language skills in a way that is engaging and enjoyable. Remember, every child is different, so it's important to be flexible and tailor each session to a child's individual needs and communication style.
* If you are unfamiliar with Natural Language Acquisition (NLA) and GLPs, check out the following resources: our blog post on Supporting Gestalt Language Processors, Marge Blanc's free download titled "The Natural Language Acquisition Guide," and Meaningful Speech's blog.
