ASSESSMENT
ASSESSMENT TOOLS
-
Talking Mats
-
Environmental assessment of home, classroom, and communication partners
-
Observations in a variety of contexts, e.g. lunch, break, play
-
Blank Levels (Levels 1-4)
-
Key word level instructions
-
Observing language in specific functions, e.g. requesting, asking for help
-
Describing composite pictures
-
Rating scales - keep them simple and avoid 0-10
-
Self-rating questionnaires
-
Parent/carer/teacher interviews
Is the communication difficulty causing them / other people distress?
Are they not able to communicate that they need the toilet? Are they neglecting their basic needs because they don't know how to express these? Are they having frequent communication breakdowns? Do they know what to do when people don't understand them? Are they using explicit language that is genuinely upsetting others?
"Non-verbal"...
NonVerbal – a. being other than verbal; b. involving minimal use of language; c. ranking low in verbal skill.
Verbal – a. of relating to or consisting with words; of relating to or involving words; spoken rather than written.
Is the child actually non-verbal? Nonspeakers do not like to be called non-verbal because it is interpreted as "oh, they don't understand any language at all" and can be treated worse as a result - people make assumptions that they don't have the capacity to understand what is going on around them. A child who does not speak / use mouth words is mistakingly regarded as non-verbal when in fact they can communicate in other ways - and they quite possible can UNDERSTAND language. So, nonverbal discounts the child's understanding of language.
Supports
We want to create a maximally enabling environment. The world isn't set up for autistic children which is why we need to focus on removing barriers in their natural environment and create environmental adaptations. We want to create a Total Communication environment. So we don't change the person, we change the environment. Autistic people have difficulties generalising skills to new situations (so applying a skill learnt in a 1:1 session outside the room to a range of contexts).
Total Communication: an approach that uses all methods of communication to create a maximally enabling environment
-
Everyone in the child's environment is responsible for providing 'intervention'
-
The people in the environment ARE the communication environment, meaning professionals have a duty to adapt their communication and interaction styles to support autistic children.
-
Strategies are embedded all day, every day, through the day, by everyone.
-
Adults provide regular opportunities for children to use, develop, and practise communication skills
-
Therapeutic input is embedded in the natural environment e.g. in the classroom, at lunch, in lessons
-
Skills are taught / developed in regular daily activities - not just with the Speech and Language Therapist in a 1:1 session 1x a day or week.
-
Adults teaching language through modelling in natural contexts - Aided Language Stimulation
-
Not using ABA or behavioural interventions such as PECS in order to develop language - see here for why
Communication strategies
-
Slow down your rate of speech. Talk slower. This supports the students' language processing and executive functioning difficulties
-
Reduce the amount of speech / spoken language you are using
-
Don't rush the person or give off the vibe that you are wanting them to finish what they're saying. This creates more anxiety which further impacts their ability to communicate their message
-
Give PLENTY of processing time. It might feel awkward for you, but it won't for the autistic person. Find out what that person's individual processing time needs are; some will need longer - some shorter
-
Pause between sentences, give them time to digest and process your message especially when explaining something or giving instructions.
-
Avoid multi-part questions. Ask 1 at a time and wait for a response.
-
Be as specific as you can. Say what you mean. There are many interpretations to things people say.
-
If the person asks follow-up questions to your questions, they are simply seeking more information because something hasn't been explained sufficiently.
-
Explain or check understanding of non-literal language (metaphors, symbolism, idioms, words and sentences with double meanings or with lots of different interpretations)
-
Explain technical language / jargon e.g. if explaining the law and using words like 'offence', 'breach', 'custody'.
-
Break down instructions. Say one thing at a time.
-
Repeat instructions / information
-
Say their name to gain their attention before you start talking to them
Pathological Demand Avoidance
Any sense the child may lose control will trigger them to resist any form of demand. They can be in survival mode which means they will be needing to protect themselves by denying adults' demands. The 'behaviours' are a result of unmet needs.
Why do they need to protect themselves? What makes them feel unsafe? What things in the environment cause them to become dysregulated?
Free Download of PDA Language Strategies
Find out the things that make them feel unsafe: events, activities, situations at school.
Find out the things that make them feel safe: events, activities, situations at school.
"This is how my neurobiology navigates it’s way through the internalised resistance"
Tap into their interests and inspire them rather than instruct, demand, or direct them. If they do this task, what will they get out of it?
SELF-ADVOCACY:
Helping students develop autonomy, confidence, and self-esteem is essential. Teaching self-advocacy skills to Autistic children and teens supports them in understanding and communicating their needs, and has lifelong benefits for their self-esteem, sense of identity, and independence. These skills empower Autistic people to navigate the world on their own terms while embracing their neurodivergence.
Examples of skills to develop:
-
requesting an item or activity
-
communicating a need
-
requesting help
-
making a choice
-
problem-solving
-
expressing opinions
-
describing their boundaries
-
asserting themselves
How do we teach self-advocacy?
It’s important to understand that behaviours sometimes labelled as “challenging” may actually be attempts by a child to communicate a need and self-advocate. Adults should respond to these attempts, whether verbal or nonverbal, without insisting on phrases like “use your words” or “say that more politely,” as the child may not have the language, vocabulary, cognitive, or sensory capacity in that moment. They may be dysregulated or shut down. Supporting self-advocacy involves creating many opportunities throughout the day to express needs—offering choices, modelling how to ask for help, and providing tools such as visual schedules, symbols, and visuals.
SELF-ADVOCACY DOESN'T ALWAYS LOOK POLITE
More practical strategies to empower autistic children:
Respect when the child refuses something or says no
Acknowledge the child's attempts of self-advocacy - "I liked how you advocated for yourself there!"
Ask the child to list some of their personal qualities, talents, strengths
Ask the child "do you need anything from me?"
Write affirmations on little cards for them to carry around e.g. "it's OK to ask for what I need"
Write affirming messages and reminders on post-its and put them on the child's desk e.g. "I can take my time and don't have to rush"
Disclosure badges as a visual aide to communicate needs to people - "I'm autistic", "I need time to process your words" etc.
SOURCES
-
A CURRICULUM FOR SELF ADVOCATES - The National Autism resource and information center and the autistic self-advocacy network - https://autisticadvocacy.org/wp-content/uploads/2015/02/CurriculumForSelfAdvocates_r7.pdf
-
The Meaning of Self-Advocacy - Mel Baggs (Feb 11 2019). Thinking person's guide to autism - www.thinkingautismguide.com/2019/02/the-meaning-of-self-advocacy.html
LANGUAGE / PRAGMATICS
Educate Autistic students about the Double Empathy Problem. Teach them about neurotypical communication patterns and the types of breakdowns they may encounter, while also offering examples of strategies to repair misunderstandings. Model how to repair ruptures in relationships. Prioritise authentic interactions over assessments or interventions disguised as games; build genuine relationships by showing interest in the student’s interests and favourite topics, creating a foundation of trust and meaningful communication.
SOURCES:
How to teach pragmatic language without being ableist [blog post]. Available from: www.deepcontemplationblog.wordpress.com
Non-ableist Pragmatic Language Therapy - The Therapist Neurodiversity Collective - https://therapistndc.org/therapy/non-ableist-pragmatic-language-therapy/
When young people use explicit language
Children may sometimes use language that feels unexpected or explicit, e.g., swear words or offensive language. It’s important to look beyond the words and consider what they may be communicating. Things to consider:
-
Avoid assumptions — try to understand what may be underlying
-
Consider diagnostic overshadowing — could the child be in pain or discomfort?
-
Check in with people at home to explore any factors that may be contributing
-
Support perspective-taking by gently exploring how others might feel (without telling the child how they should respond)
-
Use tools such as Social Stories, Comic Strip Conversations, and Talking Mats to explore feelings and experiences
-
Consider any underlying mental health needs or trauma, and refer to appropriate support where needed
-
Explore sensory needs and support regulation throughout the day (e.g. movement breaks)
-
Reflect on whether the child may be experiencing anxiety and a need for control (e.g. demand avoidance)
-
Consider whether the child is trying to initiate interaction, but may not yet have the skills
-
Consider whether the language may be echolalia and whether the child understands the meaning
-
Think about regulation — are they overwhelmed and outside their window of tolerance?
-
Consider underlying language needs — do they have the vocabulary to identify and express their emotions (e.g. alexithymia)?
PERSPECTIVE-TAKING:
Building understanding of themselves and other people
QUESTIONS TO PROMPT PERSPECTIVE-TAKING
-
What emotions do you feel?
-
Why did you say / do that?
-
Why does that make you feel X?
-
Why do you think / feel that?
-
What's your perception of what happened?
-
Why might they feel that way?
-
Why do you think they did that?
-
What might they be thinking / feeling?
-
What do you think they'll do next?
-
What do you think their interpretation is?
A note on perspective-taking...
When attempting to explore other people's perspectives with your autistic client, there's a time and a place for this. When they bring a situation to you whereby they are dysregulated, upset, angry, anxious in response to something distressing e.g. an argument, a time they've felt misunderstood, ALWAYS validate their perspective first.
Remember, most autistic people have experienced relational trauma whereby they've been told their whole lives that they're the ones who think/feel/act is wrong. By jumping straight to exploring other people's perspectives you are repeating a trauma for that person whereby they've had their feelings and experiences invalidated again.
Read about autism and trauma here.
Provide social commentary - think out loud
Explain your process out loud, narrate what you're thinking, comment on social issues e.g. racism, sexism if they come up in lessons or in conversations. This can really help develop understanding as students get a MODEL of perspective-taking / exploring social issues.
SOCIAL STORIES
Social Stories, developed by Carol Gray, can support understanding, reduce anxiety, and build perspective-taking. However, they should not be used to promote compliance or control behaviour, as this can encourage masking and overlook the child’s needs. Instead, Social Stories should reflect Carol Gray’s principles: avoiding assumptions, recognising that social understanding is shared, and valuing both perspectives equally. Effective Social Stories are individualised, use accessible language and visuals, focus on describing rather than directing, answer key questions, and maintain a calm, reassuring, and non-judgemental tone.
COMIC STRIP CONVERSATIONS
Comic Strip Conversations are a helpful tool for exploring situations such as disagreements, misunderstandings, or conflict. They support children to understand both their own and others’ perspectives, thoughts, and feelings in a clear and visual way, helping to build insight and communication skills. Explanation here.
SOURCES
-
https://bcuhb.nhs.wales/health-services/health-services1/services1/services/neurodevelopmental/documents/comic-strips/Comic Strip Conversations. NHS Wales. Neurodevelopmental team:
-
CAROL GRAY SOCIAL STORIES - https://carolgraysocialstories.com/
-
Roberts, J. (2020, Feb 15). Why perspective-taking and neurodiversity acceptance? Therapist Neurodiversity Collective https://therapistndc.org/why-teach-perspective-taking-neurodiversity-acceptance/
EMOTIONS
The belief that autistic people lack empathy is a myth. Autistic people can feel emotions so intensely that it is overwhelming. Since we are significantly more likely to experience mental health problems than the general population, it's really important that professionals and services pay attention to unmet emotional / sensory / physical needs and consider the impact of repeated trauma on autistic individuals. Our behaviour is frequently misunderstood and pathologised, e.g. obsessive, rigid, challenging,
Alexithymia is a psychology term for "without words for feelings". It is characterised by difficulties identifying feelings, matching physical sensations in the body with various emotional states, difficulties verbally expressing feelings and describing how the person feels. Alexithymia is common in autistic people.
PrAACtical AAC
Dealing with Feelings: 5 Ways to Encourage Emotion-related Expression by AAC Learners : PrAACtical AAC
How adults can support with emotions
Create regular opportunities throughout the day for the young person to identify how they are feeling. Be cautious when using tools such as Emotion Thermometers and Zones of Regulation — these may not work. Many emotion scales include a wide range of feelings that can be difficult to differentiate (e.g. surprised vs excited). Some children may find it challenging to identify and describe emotions (e.g. alexithymia), which can be linked to differences in body awareness (interoception). This can make it harder to connect physical sensations with specific emotions.
Similarly, tools like Zones of Regulation rely on recognising emotional states — if a child cannot identify which “zone” they are in, it can be difficult to use the strategies. Be aware that certain elements (e.g. the colour red) may feel overwhelming or distressing for some children. Instead, consider focusing on energy states (e.g. high energy, low energy, just right) as a more accessible and meaningful way to build self-awareness. 'Autism Level Up' are the leaders in this area and have created a fantastic tool called The Energy Meter.
-
Model how to express emotions and what vocabulary to use, e.g. "I'm feeling tired this morning - my body feels really heavy", "I'm feeling happy today - I have lots of energy and want to jump around"
-
Ask them WHY they might be feeling a particular emotion.
-
Identify the person's self-regulation strategies and help them access them when they are dysregulated. Make a list and put it on their desk e.g. "when I feel angry I can X"
-
Ask them to identify some physical sensations that might be associated with an emotion e.g. "how do you know when you are angry? How does it feel in your body?"
-
Joint work with Occupational Therapy / Clinical Psychology
-
Visual tools:
