Language and Communication Issues in Autism: Let’s Talk About Talking

Professor Olga Bogdashina, PhD, dives into language communication issues in autism. She discusses language peculiarities and development in autism as outcomes of distinct sensory-perceptual processes and cognitive styles. The speaker emphasizes that minimally and non-verbal autistic people often communicate through sensory-based language and provides insights on how to support cross-language communication. She asserts that teaching autistic children ‘our’ language (verbal) is not good enough; we have to learn ‘their’ language(s) and communication systems as well. Bogdashina provides resources before the Q&A.

Handouts are available HERE

You can take the knowledge quiz HERE

In this webinar: 

1:00 – Organization and speaker introductions
7:30 – Sensory perception and language
13:00 – Non-verbal communication
23:30 – Sensory-based languages
31:00 – Communication systems
38:00 – Translation
43:30 – Autistic verbal language
59:35 – Translation support strategies
1:06:52 – Preferred communication channels and systems
1:16:45 – Conclusions
1:21:05 – Q&A

Introduction

Bogdashina explains that language and communication issues are not causes of autism. Instead, they are caused by differences in sensory perception (7:30). She shares her personal story of being told her son was hopeless and would never speak, at which point she began to focus her research on autism. Today, the speaker’s son is 37 years old and speaks using echolalia. Bogdashina poses the question of what language non-verbal people use and dispels the historical belief that people who don’t speak cannot communicate (10:15). 

Nonverbal communication

The presenter gives examples of situations where minimally verbal children are misunderstood by caregivers and peers – in one scenario, a young girl used the phrase “all of us” to ask what time the class would go to the park the next day. This was part of the phrase the teacher said earlier, referring to the planned trip. However, out of context, her peers assumed she was asking to join them in that moment of play. Many non-autistic people get confused about how autistic people express themselves and communicate. The speaker explains that the same is true for autistic children who are equally as puzzled by their non-autistic peers (13:00). 

To communicate successfully, Bogdashina asserts the need for shared experiences/knowledge and a shared tool or system of communication (language) (16:40). Shared knowledge, she explains, comes from sensations which are interpreted verbally and/or sensorially. Verbal interpretation is dominant in non-autistic people while literal or sensorial interpretation is dominant for autistic people (17:50). This difference makes it difficult to bridge the communication gap. The speaker provides practical examples for the difference between verbal and literal/sensorial interpretations of colored letters and different types of cats, where for some autistic people, a cat with stripes is not a cat if the word was first associated with a solid color cat (20:00). The speaker shares quotes from prominent non-verbal autistic authors and emphasizes the need to “leave the world of thinking in words” and to “imagine a land of sensory-based thought” (21:30). 

Sensory-Based Languages 

A language is a system of symbols (words) and methods (rules) of combinations of these symbols used by a group or section of people. The presenter explains that sensory-based languages have their own very literal words. For example, one woman defined a cat by the sounds her hands make when stroking the cat and the purring the cat makes. Having two words for one creature shows how sophisticated these sensory languages really are (23:30). Bogdashina reiterates the specificity of perceptual words/sensory concepts, highlighting that each word corresponds to a single object. For example, if you introduce a beach ball as a ball to a non-verbal child and then bring a tennis ball the next day, for the child, the tennis ball is not a ball (25:30). The speaker emphasizes that exposure, experience, and practice with and around objects is very important; she shares a quote from Dr. Temple Grandin, 

“… To learn a concept of dog or street, I had to see many specific dogs or streets before the general concept could be formed.”  (29:00). 

Sensorial autistic languages include visual, spatial, auditory (sounds, not verbal), tactile, kinaesthetic, and olfactory systems. Bogdashina provides examples for each type of language and emphasizes that not all autistic people see in pictures; in fact for some, it makes things more confusing (31:00). 

Translation

To assist in translating sensorial language into verbal communication, Bogdashina underscores the use of instructional methods that match a person’s inner language and the teaching of a range of strategies for memorizing and retrieving information. This creates a stronger connection between sensory words and verbal labels (38:00). To communicate thoughts, perceptual/sensorial thinkers have to select particular images or sensations, arrange them in order, translate them, and then hold them together while verbalizing. People tend to struggle with words like feel, know, it, and by because they cannot be visualized in a mental picture (40:00). The presenter notes that social experiences often pose even greater challenges.

Autistic Verbal Language 

Bogdashina describes specific peculiarities of autistic verbal language. Autistic muteness can be temporarily caused by stress or overload and can also be long-term due to motor problems or sensory processing issues (44:00). She describes noncommunicative echolalia as a sensory use of words, meaning they enjoy the sensory experience of saying the words (50:00). However, most of the time, there is a communicative function for echolalia. The speaker discusses common types of communicative echolalia and their possible functions. For example, repeating a question can aid with processing and buy a child more time to form a response (52:55). Pronoun reversal is also common, as it is very illogical to have so many words for one person (I, me, you – depending on whose speaking). Some autistic people also seek affirmation through repetition because it is difficult to understand the concept of agreement through a simple yes/no. Therefore, when they repeat a question, they may need to hear the same response again and again to feel safe in the agreement/answer (56:20). 

Translation Support Strategies

Bogdashina presents quotes from non-verbal autistic authors asking people not to assume they are always saying what they want to say. She emphasizes maintaining a sensory-supportive environment that is adjusted to individual needs to protect against painful stimuli and minimize confusion (59:35). Similarly, it is important to identify the optimal rate of incoming information that a person can cope with. The speaker states that a minimal speech approach is most helpful for children who are minimally or non-verbal and suggests consistently using one or two words that are strictly relevant to the situation. Long sentences are not helpful (1:02:00). Bogdashina notes that indirect communication is often better, as eye contact or excessive or loud praise can be overwhelming and painful for some children. She provides alternative strategies (1:06:10). 

The presenter highlights the need to identify a person’s preferred sensory channel to select the best communication systems. She outlines visual, tactile, kinaesthetic, and object communication techniques, noting the weight that objects can hold in communication (1:06:52). Bogdashina emphasizes teaching non-verbal children to draw and write and discusses sign language versus mime-signing (1:12:10). She states the importance of combining whatever communication system you are using with letters and symbols because they are much easier to grasp than spoken words, and can be accessed at any time. Thus, writing is an important avenue of communication for many (1:14:40).

Conclusions

The presenter reminds viewers to never force eye contact with non-verbal autistic children or adults. In teaching communication, she continues, rules are also very important because when people know what to expect, stress and confusion are minimized. It is best to teach rules by example (1:16:45). Bogdashina reminds the audience that we all speak different languages and ends with a quote from Jim Sinclair​

“The role of professionals should be to help people use their natural process to learn and grow. This might mean helping people develop strategies for dealing with sensory oversensitivities…. Probably it always means learning and teaching translation skills to enable people with different communication systems to communicate with each other.”​

She provides book recommendations and links to her blog and YouTube channel before the Q&A (1:21:05).