What are the best methods for teaching a nonverbal autistic student? Asking this question means that you believe in your student’s ability to learn. Thank you for presuming competence. Today, we’ll focus on a critical (and often forgotten) method when teaching a non-speaking autistic student. Then, we’ll discuss 15 easy ways to teach non-speaking autistic children using alternative communication devices, unique learning styles, and special interests.
15 Methods for Teaching a Nonverbal Autistic Student
Just because a child does not communicate using speech doesn’t mean they don’t understand or have ideas to share. For this reason, throughout today’s post, we’ll use the term “non-speaking” in addition to “nonverbal”. Thank you for presuming competence with your student.
Below you’ll find 15 methods for teaching a nonverbal autistic student. Whether you’re a homeschool mom educating your own child or a classroom teacher, I hope these teaching ideas inspire you to see just how far your child can go as a learner.
1. Nonverbal Learners or Non-Speaking?
While neurotypical social expectations assume that spoken language is the only legitimate form of communication, this is simply not true. If you’ve been told that your child has nonverbal autism, the first thing you can do to support your child is to reframe the narrative.
According to the experts, autistic adults themselves, there’s no such thing as non-verbal autism. By definition, the term “nonverbal” literally means “without words”. Taking the terms:
- non-verbal students or
- nonverbal children
We can reframe these terms to more accurately describe a child who doesn’t speak. Then, we’re better able to equip them with the tools they need to grow in their communication skills.
Yes. Your autistic child may be non-speaking, but they aren’t without the ability to understand and communicate using language.
2. Determine The Learning Objectives
Any time you’re teaching a child, it’s important to clearly define your learning objectives. Ask yourself,
- “What is the learning objective for this child?”
- For example, expand their literacy skills.
- Then ask, “Where is my student in this area currently?”
- My student is not speaking yet so I don’t know where they are yet.
- What is this child’s next step forward in this subject area?
After you answer these questions, you’ll have the information you need to give yourself a clear structure around how to move forward. Unfortunately, the most important objective when teaching a non-speaking autistic child is often the one most overlooked.
3. Create a Safe Learning Environment
The best way to support your autistic student’s learning is to provide a safe and nurturing environment.
A safe learning environment starts with a safe and nurturing relationship with your student. To show a child that you’re a safe person who can be trusted, you must “listen to” them.
Yep. Just because your student isn’t speaking aloud does not mean they aren’t communicating with you. Your student will communicate with you.
- Pay attention to your student’s nonverbal cues.
- Whether you realize it or not, your student is sending nonverbal signals.
For example, a child may point to a toy they want to play with. If so, give it to them and show them that their “voice” matters. Another way to create a safe learning environment for autistic children involves social skills training. And that training is NOT for autistic kids.
4. Learn Through Play
When we think about teaching a nonspeaking child, it’s important that we focus on the goal.
- Is the goal of education to complete school work?
- Or is the goal of teaching to help children develop skills, ideas, and a love of learning?
Rip up the lesson plans and follow your student’s cues as you focus on developing safety. A great way to develop that relationship is through play.
Here’s the caveat. It’s important to allow your student to guide the play. This means you don’t act like a behavior analyst whose goal is to make the child behave in ways that are non-autistic. It means you respect your child’s autonomy by joining them in the play that they choose.
But, what does this look like exactly?
Positioning Play is Valid Play
Positioning play is a valid type of play. If your student is lining up cars, trucks, trains, stuffed animals, markers, or crayons in organized lines according to color, that’s play.
Join them. Pick up an object and add it to their collection based on what you perceive their objective is. Don’t try to “expand their play” by changing the way your child is playing.
If their nonverbal behavior indicates that they need space or don’t like what you’ve added to their collection, take a step back.
5. Learn Autistic Social Cues
Many neurotypical children and adults don’t understand autistic social skills and may misinterpret autistic social cues.
This includes the special education teacher who uses social stories to teach neurotypical social skills to autistic children. The problem is that this places neurodivergent children, the marginalized group, with all the responsibility to change.
Forcing autistic children to “act” non-autistic often leads to devastating mental health challenges. We see this when children are forced into autism masking as a means of survival.
It’s important to teach non-autistic children and adults to engage in social skills activities that help them better understand and respect autistic social skills.
Respect Autistic Social Behavior
Non-autistic teachers (whether homeschool parents or classroom teachers) need to take a different approach with their students. One way is to show respect for alternative ways of communicating and autistic social skills.
For example, many autistic children don’t feel safe enough to engage in eye contact because eye contact is an intimate form of behavior. Unfortunately, this type of social interaction is often forced on young children who find the behavior extremely distressing.
Please don’t force an autistic child to make eye contact with you. Further, don’t speak to your non-speaking autistic student with the expectation of a verbal response. Allow them to communicate as is natural for them. As an adult, do your best to meet them where they are.
6. Provide (AAC) Communication Tools
As mentioned earlier, just because a child doesn’t engage in the motor skill of speaking aloud, does not mean they have nothing to say. After you’ve created a safe relationship, it’s time to move to the next step.
Provide your student with augmentative and alternative communication (AAC) tools. This is one of the most effective ways to teach a non-speaking child. Also, it provides them with one of the most important life skills.
You give them the dignity of having a “voice” which then gives them agency. Further, by providing them with and teaching them how to use an AAC tool, you further enhance your prior learning objective. A communication tool tells them:
- You believe in them,
- They matter,
- You believe they have a message that needs to be “heard”
So, let’s talk specifically about the types of AAC devices available for a non-speaking child. (Remember, the child may be “non-speaking”, but not “non-verbal”.)
Types of AAC Devices
There are a number of AAC devices available for autistic children to develop nonverbal communication skills and are typically broken down into two categories.
- Unaided Augmentative and Alternative Communication:
- sign language
- facial expressions
- gestures
- Aided AAC requires outside visual cues or devices with pre-loaded AAC tools.
- Speech generating device
- Choice cards
- Keyboards
- PODD books
- AAC Apps Downloaded onto Tablets and other devices
Some include single words and some provide the entire alphabet. For more information about AAC, AssistiveWare is an excellent resource. Further, if you’re a classroom teacher, speak with the student’s parents and speech therapist about possible AAC options.
The Problem with PECS
Often schools will only provide non-speaking children with a tool called a PECS board (Picture Exchange Communication System). They claim this type of board provides kids with a form of functional communication. However, most non-speaking individuals disagree with this.
According to the Therapist Neurodiversity Collective,
PECS® uses picture-based prompting and reinforcement tied to error correction in order to teach language skills. The method allows the trainer to artificially cause frustration through the withholding of highly desired objects or food until the targeted behavior is achieved. (This happens) even if the (child) becomes upset or angry. It is not a natural or nice way to teach language.
It limits non-speaking children by assuming they don’t have their own independent thoughts and ideas to express.
Compliance Isn’t the Goal
Further, it uses a behavior modification lens in line with therapy programs based on ABA. ABA is a controversial therapy that’s led to severe trauma in those autistic children subjected to it.
Autistic children are often pushed and pushed to the point that they understandably lose control. Why is anyone surprised when these kids demonstrate aggressive behavior?
In the end, a communication device should never be used to increase a child’s frustration level to force compliance. Please consider alternative ways to support the dignity of neurodivergent children in your care.
7. Use Visual Supports
Both autistic and non-autistic children are often strong visual learners. Take advantage of your student’s brilliant brain by engaging in multiple forms of learning input. I recommend using visual aids to support learning any new skills regardless of whether a child speaks aloud or not.
For example, in math.
- A visual timer is a visual tool you can use when teaching the math concept of time.
- Math manipulatives help make abstract concepts concrete. For example,
Try a Visual Schedule
If you’re homeschooling or if you’re a classroom teacher, providing your student with an expectation of the daily routine can be very helpful. One way to do this is by using a visual schedule.
When using a picture schedule of the day’s activities, make sure to include both images and written language. Text with images or pictures will greatly support your child’s language skills. Further, as you would when teaching any child, start with simple words or phrases.
- Free Play
- Sensory Play
- Letters and Sounds
8. Join in Non-Verbal Communication
As mentioned earlier, autistic children who are non-speaking will often communicate using non-verbal forms of communication. The good news is that these forms of communication are often the same non-verbal communication styles that we all display.
Forms of Non-Verbal Communication
- Physical behaviors
- Posture, gestures, pointing, waving
- Facial expressions
- Smiling, frowning, wincing, laughing
- Vocalizations
One way to reflect you’re a safe person is to join your child using their communication style. When your child smiles, smile back with enthusiasm.
Of course, follow your student’s lead. If your enthusiasm is over-the-top and overwhelming to your student, you may need to tone it down. (Raising my hand here. I can be highly animated and this can be overwhelming to my audience at times.)
9. Consider Sensory Needs
Often teachers think of learning and sensory as it relates to sensory play skills. When planning out learning activities, consider the sensory needs of your specific student. Again, ask yourself.
- Does my student seek out sensory input?
- If so, what kind of sensory input do they tend to gravitate towards?
- Do they climb up the slide or enjoy climbing?
- They’re likely seeking proprioceptive input.
- Does your student enjoy the swings on the playground?
- Flip upside down and do cartwheels?
- If so, they likely need the stimulation of vestibular input.
- Do they climb up the slide or enjoy climbing?
- If so, what kind of sensory input do they tend to gravitate towards?
- Does my autistic student AVOID certain types of sensory input?
- If so, what do they avoid?
- Do they hate the swings, slides, etc?
- Does your student dislike getting their hands dirty?
- If so, what do they avoid?
- Does my child chew on small toys, pencils, or their shirt collar?
- Try chewing gum or other chew toys that provide for their oral sensory needs.
Occupational Therapists Can Help
Be aware of your student’s sensory preferences and use that information to guide your interactions. If you’re a classroom teacher, have your school’s occupational therapist observe your student. They’ll give you ideas for the sensory activities they prefer.
Or, if you’re a homeschool parent, work with your child’s PRIVATE OT to brainstorm ideas of sensory tools that may be helpful. For example, this taste-safe cloud dough is an excellent sensory tool that you and your child can make together.
10. Tactile Learning
When working on fine motor skills, use Play-Doh or clay to form the letters of the alphabet. The deep pressure of Play-Doh and clay provides the fingers, hands, and wrists with proprioceptive input that is calming to the brain and body.
Another idea is to use play-based phonics tools such as letter stamps, stickers, or Leapfrog Videos. Or check out some of the best play-doh tools for more ideas.
11. Talk and Vocalize with Intention
You can take any activity to the next level by using language and vocalizations as you build letters with your child.
For example, as you’re forming the letters of the alphabet, repeat the letter sound (phoneme) over and over again. Use gentle intonation and prosody in your vocalization.
By using gentle prosody in the tone of voice, you increase the child’s neuroception of safety. In turn, you increase access to the thinking area of the brain for better learning.
What’s Neuroception?
Neuroception is a term coined by clinical psychologist, Dr. Stephen Porges, to describe the lower brain’s “perception” of sensory information. Dr. Porges developed the Polyvagal Theory, a highly effective trauma-informed therapeutic intervention. Learn more: Polyvagal Ladder Worksheet: Help for Stressed Families.
12. Read Rhyming Books
While you may not be able to assess your non-speaking student’s phonological awareness orally, you can provide them with the raw materials. Read highly engaging illustrated rhyming books aloud to your autistic student.
Even if your student doesn’t like to sit to be read to, read to them anyway. Let them play with Legos, color, paint, Play-Doh, or any fidget toys while you read aloud.
Intonation, Phonological Awareness, and Gestalt Language Processing
Phonological awareness, the foundation of reading and spelling, is based on hearing. Use engaging intonation and rhyme often. Additionally, for children who develop language through Gestalt Language Processing, intonation is a key component of development.
13. Use Songs to Support Language
The key thing to remember when teaching autistic students who are non-speaking is that they are capable of so much. Use songs and music to teach academic skills and concepts.
Move beyond the traditional alphabet song and broaden your use of music. Teach phonics sounds, math facts, geography, and science concepts using video-based songs. There’s a reason that we remember every word of a song from ten years ago. Music helps us remember for a number of reasons and the research proves it.
While your child may not sing the words aloud, they’ll most likely remember them, which will come in handy for later use. And, again, if your student is a Gestalt Language Processor, musicality is a key component of their natural language acquisition.
Jack Hartmann’s Learning Videos
Use engaging video-based musical learning videos such as his Sight Words video by Jack Hartmann.
14. Incorporate Movement
While teaching or engaging in play activities, adding movement is essential. Movement provides the brain and body with multi-sensory input that makes learning more effective and efficient.
The visual stimuli from educational videos combined with song and dance can increase dopamine naturally to improve attention span and long-term learning. Using educational songs, rhymes, chants, and dancing can be a great activity for your homeschool or with a group of kids in a traditional classroom setting.
15. Sign Language
All in all, it helps to remember that nonverbal communication is something all people do to some degree and this includes you and me. Different nonverbal communication strategies include:
- body language
- facial expressions
- hand gesture patterns
At a minimum, try teaching your student some sign language. Learn the ASL alphabet and begin practicing together or as a class. This tool can change their life and give them the agency to communicate their thoughts and ideas.
Recap: Methods for Teaching a Nonverbal Autistic Student
Parents of children who don’t speak out loud are often told that their child is nonverbal. I hope after reading this article, that you now appreciate how inaccurate this terminology can be.
Further, I hope you’re encouraged by the number of methods you can use to teach your non-speaking autistic student. In the end, when we presume competence, we’re better able to support all of our children.
Also, this helps other parents, educators, students, and our community learn how to be more inclusive and compassionate toward everyone. So, friend. Are you a classroom teacher or a homeschool mom? What teaching methods work for you?
Up Next:
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19 Super Fun Games for a Nonverbal Autistic Child
Is Lining Up Toys Autism Related? Does it Matter?
ADHD vs Autism: Overlap, Differences & Perspective
About the Author:
Lindsay is a trauma-informed educator with a Master’s Degree in Teaching. Her mission is to support moms to equip neurodivergent kids (ADHD, Autism, Dyslexia, Anxiety) to thrive as exactly who they’ve been created to be. Wait until you hear the story that led to it all…
Great tips and strategies, have used a lot of them with my son, playing was huge on his early years. Now he loves listening to read a louds.
Myrna, I’m so glad you found these tips for teaching non-verbal (non-speaking) autistic students helpful. And I’m even more happy to hear how playing games with your son was so fruitful. What a gift he has in you and you in him! It’s so wonderful that he enjoys read a louds. That’s so special. 🙂