Use the moments of reading to promote the communication In our children with autism and communication and language difficulties, it's a huge challenge for parents. It's a habit that fosters language, empathy, attention, and bonding with our children. It's not an easy challenge, but every commitment to communication, socialization, and language is worth it.
The way we carry out this activity will not be simple because it will always have to be adapted to the child with autism and their visual-auditory attention style, often with a tendency for all processes to be repetitive. Here are some aspects to keep in mind so that this type of activity is successful for our nonverbal or minimally verbal children:
1. Your visual preference: We will have to choose the books that contain what we likes it the most, preferences in children with autism are very restrictive and that makes these processes difficult. Perhaps just the fact that look at objects can be an ideal start. For example, if your child likes to see fruits and we have some objects at home, we can bring them physically with us to observe their transfer and generalization. It can be an interesting exercise to initiate this attention by transferring from 3D to 2D. Books with buttons musicals They are also highly preferred to liven up the reading.
2. Your attention span: Going little by little is the key to success. We shouldn't stretch the time too far, but rather start with a time that is easy for you to stay in to avoid frustration. Keep in mind that you have beginning and end in the reading process so that we can extend this time later. It's important to finish before they show any interest in leaving; even if it's just a few pages, it will be a great achievement.
3. The correct space: Use the same space, a reading corner Covering the child with some fabric, with a special light, with cushions to be comfortable, calm and away from further stimuli for a short time will encourage the habit and orient him/her spatially within the activity.
4. Digital Books: Considering that technology is of great motivation For these children (and, I think, for everyone in general) we can also start reading books in digital format to broaden the range of reading options and perhaps help us tolerate books when there is reluctance to this type of more static activities that, we cannot forget, require a good effort of attention.
5. We add collaborators: The use of puppets It can also encourage and develop attention. Sometimes, you can take photos of the book's characters and, simply by using a stick attached to the back, tell the story with the help of the characters. This also introduces symbolic play, which is a great ally in socialization and social interaction. Any idea to encourage creativity, participation, and dynamic reading will help foster a positive view of this activity and encourage communication.
6. Voices matter! Remember to take out all your speaker tools to give the reading a good load of voices, tones and illusion that will surely make a big difference in your care by bringing those wonderful stories to life.
7. Family books: The family photo album resource is a great classic in these reading spaces and promotes all the bonds, the knowledge of names, and the activities and experiences shared as a family. Remembering, sharing, and visualizing the most significant family moments can be very motivating and can foster a great space for dialogue and communication for our children without language skills.
For the most curious here I leave 2 studies carried out about this fantastic reading activity with parents who confirm the great benefit in this line of communication and language!
Communication strategies implemented by parents during storybook reading. (Akamoglu, Y., & Meadan, H. (2019). Parent-Implemented Communication Strategies During Storybook Reading. Journal of Early Intervention, 41(4), 300–320. https://doi.org/10.1177/1053815119855007)
Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand modeling, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of the storybook reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training, mothers used the modeling, mand modeling, and time delay strategies at higher rates and with greater fidelity. Children initiated more communicative actions regarding their mothers' use of time delay. Mothers reported that the training and coaching helped them implement the strategies and led to improved communication skills in their children.\»
Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: a systematic review (Boyle, SA, McNaughton, D., & Chapin, SE (2019). Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review. Focus on Autism and Other Developmental Disabilities, 34(4), 205–214. https://doi.org/10.1177/1088357619838276)
Children with autism spectrum disorders (ASD) often demonstrate delays in early language and literacy skills. Shared reading—the practice of adults reading aloud to children while using behaviors (e.g., asking questions) intended to promote adult-child interaction—is one intervention that has had positive effects on these early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD found positive effects for listening comprehension, expressive communication, and other communicative and non-communicative behaviors.
Cristina Oroz Bajo