5 Steps to Improve Autism Communication Skills in Visual Learners

Molly was diagnosed with autism at age two. She was almost non-verbal, did not play with other children, and communicated by leading her parents to what she wanted. Molly also had severe tantrums, trouble sleeping, and seldom smiled or laughed.

Despite these challenges, Molly’s mother, Eileen, noticed her strong visual thinking skills. Molly could operate the VCR, play computer games, and solve intricate puzzles with ease. Testing confirmed her high visual skills and low verbal skills, traits common in her family. 

These indicators made her a perfect candidate for my 5-step program, which focuses on building visual attention and memory and then enhancing verbal skills. Through this program, Molly gradually gained self-control, improved her verbal skills, and began to express herself, transforming into a happy, healthy child thriving in a mainstream school. Here are the steps we took.

Step 1: Brain pillar training

The brain relies on four pillars:

• visual attention,
• visual memory,
• auditory attention, and
• auditory memory.

Because the children I work with are so highly visual, we work with their visual strengths first, focusing on harnessing their visual attention skills. Visual skills that we help children develop at this stage are the “zoom lens,” which allows the brain the ability to focus, concentrate, and change focus.

We also train children to use their:

• “discriminator” – the ability to compare and contrast;
• “scanner” – the ability to scan a picture to locate the item they want, as in a game of “I Spy.”

As children gain mastery over their visual attention and memory skills, we begin working on auditory attention skills, using their visual skill training as a foundation for success. Auditory attention is a set of skills that we use to begin nearly every aspect of verbal communication.

We begin by having children complete exercises that involve listening to music before graduating to words and stories. Auditory attention connects what we hear to our working memory. 

It is this connection that forms the essential communication skills for processing auditory-verbal information. It is also how we initially form an auditory sequential thought, which is the support we need to listen, read, write, and speak.

Step 2: Anchoring the central executive

In this step, we focus on gaining self-control by using and rewarding the new skills acquired in brain pillar training.

Step 3: Developing input processors

We begin introducing more exercises using auditory and verbal skills. However, now we focus on learning to read and listen while re-enforcing their new skills in visual and auditory attention and memory.

Step 4: Developing output processors

Finally, we focus on the more formal aspects of verbal skills, speaking and writing. These are the skills upon which they will most frequently be graded and assessed in school and throughout their lives.

Step 5: Transference

Transferring skills and building self-esteem come last, naturally resulting from acquiring, using, and reinforcing previous skills.

Most of my clients go through a 5-step training program using e-learning tools – conferences, consultations, weekly Skype classes, online training materials, and private websites for sharing videos and homework

At least one parent supervises exercises at home and participates in consultations and teaching sessions. For some clients, I set up personalized “Brain Retreat” camps, like the one for Bill and his mother.

When three-year-old Bill was diagnosed with autism, his mother’s hopes shifted from a professional future for him to simply learning to speak and live independently. Bill described his learning problem as being distracted by his strong visual imagination, which overrode his listening skills.

I created a Brain Retreat camp for Bill. To harness his visual skills, I initially conducted dancing and tennis lessons without verbal instruction. Gradually, I introduced verbal instruction and art lessons, combining visual and verbal learning. We also worked with computer games and French lessons.

A year later, Bill won an academic achievement award and excelled in school and social life. His mother said, “His listening skills have flown through the roof, and he’s become a much nicer child to be with all the time.”

Improving autism communication skills

My focus is on children like Molly and Bill who, though they may have been diagnosed with autism, exhibit all the signs of having an overly strong visual brain.

Though these children may have severe behavior problems, when their parents are asked about their primary goals for their children, they always focus on the need to develop communication skills.

For children like these, gaining mastery over their visual skills leads to improved communication skills. And in my experience, improved communication always leads to improved behavior and more success in school.

This article was featured in Issue 58 – The Greatest Love of All: Family

FAQs

Q: How can autism affect communication?

A: Autism can impact communication by causing difficulties in understanding and using language, both verbal and nonverbal, and may result in delayed speech or repetitive speech patterns. Individuals with autism might also struggle with interpreting social cues and maintaining eye contact during conversations.

Q: How do you learn communication skills in autism?

A: Learning communication skills in autism often involves speech therapy, social skills training, and personalized interventions that incorporate visual aids and consistent practice. Techniques like Applied Behavior Analysis (ABA) and the use of augmentative and alternative communication (AAC) devices can also be effective.

Q: Can autistic people learn to talk?

A: Yes, many autistic people can learn to talk with the help of speech therapy and targeted interventions that address their specific communication challenges. Progress varies widely, with some individuals developing fluent speech while others might use alternative communication methods.

Q: How do you talk to an autistic person?

A: When talking to an autistic person, it’s important to use clear, simple language and be patient, allowing extra time for them to process and respond. Being mindful of their comfort levels with eye contact and sensory sensitivities can also facilitate better communication.