Communication Scenario

Suppose that Tina wants a can of pop from the refrigerator but, for whatever reason, cannot get it, and that Jennifer is in the room with her.  What will she do? 

If you said, “Ask Jennifer for help,” give yourself a gold star! But that was the easy part. Did you know that there are certain skills that both persons need to have to allow this to occur? We call these “pre-requisite skills” or subskills. They include:

Some of these skills already have been discussed as they relate generally to the person with an Autism Spectrum Disorder. Now let’s take a look at each of them as they relate to communication.

Object Permanence

The term object permanence refers to the knowledge that although something is not in my sight, I know that it is still there. Tina realizes that even though she cannot see the can of pop, it is in the fridge. Due to the fact that most individuals with Autism Spectrum Disorder have strong visual skills, this kind of awareness is usually very well developed. However, those of us working with younger children may find the exact opposite to be true; we need to make that knowledge a part of our intervention.

Cause & Effect

Cause and effect refers to the ability to relate one’s behavior to an outcome. Tina realizes that in order to get the pop, she needs Jennifer’s help. What we see with individuals with Autism is that they will either attempt to open the fridge themselves or, if unsuccessful, go up to another person, grab that individual’s hand, and put it on the door of the fridge, using the person’s hand as a tool without any communicative intent. The person with Asperger’s may get the pop herself and not ask if you want a pop, too.

Another example, which is far too often a reality, occurs within a classroom when a teacher is providing assistance to a student with Autism to help him complete a task. The student bites (or pinches) his teacher in order to get her to let go of his hand. He understands that his behavior—biting—will bring about the desired result. It is important that we realize that this behavior is communication. It may not be socially acceptable, but the behavior sent a message and obtained a result. We need to teach the student more appropriate behaviors that will lead to the same result.

Visual Awareness & Recognition

Visual awareness and recognition can be described as the ability to see and recognize specific objects and people in the environment. It also involves tracking and visually focusing on tasks, materials, and people. Tina is visually aware of Jennifer’s presence. She sees Jennifer as a person who could be of assistance, and not as just another object in the room. Individuals with Autism typically display strong visual skills, but they prefer to focus on objects rather than on people. They would not focus on Jennifer’s eyes, but rather on her hand—for that is the tool that is needed to open the refrigerator.

Auditory Awareness & Processing

Auditory awareness and processing refers not as much to one’s ability to “hear” information as to one’s ability to perceive—to be aware that a sound was made. It also includes attaching meaning to that sound, whether it is a doorbell ringing, a pop can being opened, or a person saying something. Jennifer understands that Tina asked for help and not for a punch in the nose. As we discussed, making sense out of auditory information is very difficult for the individual with an Autism Spectrum Disorder.

As humans, we often assume that if a person uses specific words, phrases, sentences, or even conversation “scripts,” they understand what they are saying. However, this is far from the truth. Within the normal communication and language development sequence, children first attach meaning to spoken words before they use them. However, research and experience have shown us that individuals with Autism develop receptive language separate from expressive (verbal) language. Thus, the use of a specific word or phrase (even appropriately to the situation) does not imply a comprehension of that word on the part of the individual.

In the last chapter we talked about how oral information is “transient.” Once it is said, it is gone. Try this—say the following sentence aloud: “I like to ride roller coasters.”

Where did it go? It is now a series of sound waves.

However, your brain is processing what you said and making sense out of it. If you were unable to process the sentence, it would not make sense. It would be like having someone speak a foreign language to you. You hear the words, but you cannot understand the information because it does not have any meaning for you.

Joint Attention

Joint attention refers not only to the ability to alternate one’s gaze between an object and a person while speaking, thereby referencing the object, but also to the ability to attend to an activity with someone else and include him or her in the activity. It is sharing an interest. Tina and Jennifer need to interact together for Tina to get the can of pop. Tina will ask Jennifer to get her the pop, and Jennifer will probably ask what kind. Often, individuals with Asperger’s talk to us without really wanting our input. They are more focused on their side of the conversation–telling us about something that interests them.

Another example would be that of two people who are working on a puzzle together. While working, they give each other pieces, comment about the puzzle, and glance at each other and back at the puzzle. Individuals with Autism Spectrum Disorder have difficulty including the other person in their activity. Some can respond to our attempts to include them, which in turn gives the false appearance of joint attention. Unless they ask us about our progress or initiate comments in relation to the activity, they are not displaying joint attention. They are working on their part of the puzzle, not including us.

Desire & Ability to Initiate Communication

Having the desire and an ability to initiate communication refers to knowing how to initiate an exchange with another person, as well as to having the desire to communicate for social purposes. Tina not only needs to know that she has to approach Jennifer to request help, but she must be motivated (really thirsty) to attempt it. This is very important when working with individuals with autism spectrum disorder and teaching early language skills. There is a wealth of research and information which now tells us that MOTIVATION IS THE MOST IMPORTANT KEY. In addition, she must know the “rules” of initiating communication—seeking someone’s attention. Tina calls out to Jennifer, waits for a response, requests help, and waits for a response.

Individuals with Autism Spectrum Disorder do not seem to understand the cause and effect relationship of communication, and they do not know what rules to apply. Which came first—not understanding the relationship of communication, or not knowing the rules? The two are intertwined. 

For example, many parents have told us that they will overhear their child stating a request, such as “want cookie,” out loud in a room even when no one else is there. And then when the request is not fulfilled, a tantrum occurs, or worse, the child head-butts a parent.

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