non verbal communication speech therapy

Total Communication Approach & Other Strategies for Non-Verbal Children

Maria De Leon, MS, SLP

A child that is termed non-verbal or minimally verbal uses no or few consistent words to communicate. We know how difficult it can be to figure out children’s wants and needs when they are not using their speech to express themselves. The good news is that even though non-verbal children are not using words to communicate, it doesn’t mean they are not trying to communicate. We are all social beings that crave social connections in one way or another, and all we need is to find a way to do so. In this blog, we will dive into the total communication approach.

Total Communication Approach

How to get started? You can use the Total Communication Approach by accepting and using all forms of communication verbal and non-verbal (i.e., vocalizations, eye gaze, facial expressions, gestures, sign language , Augmentative and Alternative Communication (AAC) , etc.). Our goal is for children to feel understood, even if they cannot use their voice to speak.

Importance of Prelinguistic Skills (Pre-Verbal Skills)

Research in early child development has demonstrated that long before children learn how to produce speech, they communicate with eye gaze, vocalizations, gestures, facial expressions, and body language. Having these prelinguistic abilities , or pre-verbal skills, lead to positive language outcomes. Additionally, being able to read these non-verbal means of communication may help us better understand what a non-verbal child might want to communicate. It is crucial to remember that every child is different and that sometimes a child may need some instruction to learn how to use these skills to communicate.

Try these strategies:

Use prelinguistic skills during your daily routines. You can use gestures, facial expressions, and eye gaze during mealtimes by modeling and providing opportunities for the child to imitate and communicate. For example, pausing between bites gives the child time to ask for more food or to get your attention. The child can use eye gaze (i.e., looking at an object and then looking back you), vocalizations (ah, ma,), and gestures (pointing, waving arms, moving a limb), etc. After the child gives you the action, reward them immediately so they can start making the connections between action/item and words.
Use pictures or real objects to communicate. Using pictures/objects is an excellent strategy to incorporate choice making. Making choices gives the child a sense of independence and may reduce frustration because it allows them to have some control. For example, you can present two pictures of their preferred objects or display the objects themselves. When we show the pictures or objects, we want to hold them close to our face and accept any form of communication (signs, vocalizations, eye gaze, gesture, etc.) Once the child understands the skill, we can use it to communicate various things in different environments. These are some examples of choices: “Which book would you like to read?” “Would you like to use crayons or paint today?” “Would you like to eat oranges or apples?” “What shirt would you like to wear today?” etc.
Use a simple recordable button switch. This device is a switch where a message is recorded, and when activated, it plays back the recording. You can find affordable options for this button-voice recording device online.

Here are some examples of how to use the switch to communicate with a non-verbal child:

During storytime, select books with phrases that repeat themselves and record a word or phrase to have the child fill in the line of a repetitive story. The same idea can be used for music time.
During playtime, you can use the button to build up anticipation and create meaningful interactions with the child. For example, during a tickle game, you can record “go” and wait for the child to activate the button. You can use the recording “go” for swinging, knocking down towers, etc. In the beginning, the child might not understand the connection between hitting the button and something happening, and this is ok. With extensive modeling and practice, the connections will begin forming.

Key Takeaways

It is important to remember that we all have the desire to communicate, and we all do so in our ways. Prelinguistic or non-verbal communication is a rich form of communication that is the basis for symbolic and efficient communication development. Ensuring that non-verbal children are being understood increases their likelihood of success and reduces any frustrations that may arise from not being able to communicate.

If you have questions about prelinguistic skills, the total communication approach, switches for non-verbal children or would like more information on how to get started, get in touch with your speech language pathologist. Additionally, feel free to contact NAPA’s Pediatric Speech Therapy Program for a free consultation with one of our speech language pathologists. We specialize in early language development, AAC and treat a diverse range of diagnoses including aphasia. We are here to help – reach out anytime!

About the Author  

Maria De Leon is a Speech Language Pathologist (SLP) at NAPA Center, with more than five years in the special education field. She has worked with a variety of families to help children reach their highest potential. She has a specialization in Augmentative and Alternative Communication (AAC) and a passion for advocating for individuals with communicative disorders. She loves coffee and, on the weekend, you can find her catching up on tv shows with her kitty and puppy.

About NAPA Center

NAPA Center is a world-renowned pediatric therapy clinic, offering pediatric therapy for children of all ages in traditional or intensive settings. With six clinic locations and intensive therapy pop-up sessions worldwide, NAPA is committed to helping children lead their happiest, healthiest lives. At NAPA, we take an individualized approach to therapy because we understand that each child is unique with very specific needs. For this reason, no two therapeutic programs are alike. If your child needs our services, we will work closely with you to select the best therapies for them, creating a customized program specific to your child’s needs and your family’s goals. Let your child’s journey begin today by contacting us to learn more.

References:

Malloy, Peggy. (2009). “Teaching Prelinguistic Communication. Practice Perspectives—
Highlighting Information on Deaf-Blindness”. National Consortium on Deaf-Blindness (NCDB). https://eric-ed-gov.jpllnet.sfsu.edu/?id=ED531766
Watson, LR., & Flippin, M. (2008) “Language outcomes for young children with autism spectrum Disorders”. ASHA Leader 13(7): 8–12. https://leader.pubs.asha.org/doi/10.1044/leader.FTR1.13072008.8

Must have cause & effect toys, 25 conversation starters for kids to improve pragmatic language skills, the difference between receptive and expressive language, privacy overview.

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Your Non-verbal Child: How to Set Communication Goals

Natalie barnes.

Speech Therapist and Audiologist , Cape Town , South Africa

Jan 17, 2022 There are many reasons why your child may be non-verbal. The key is for you to identify and understand the range of their communication difficulty and possibly the underlying cause. In this blog you will find out about stages of communication, setting your speech goals for a non-verbal child, and how to actively encourage your child's communication.

Having a non-verbal child isn’t easy. Even knowing what a child’s communication development stages are is a lot of work. Not to mention learning to understand nonverbal communication, speech therapy goals, or even what it means to have effective communication with your child, your non-verbal child.

The best place to start is to take the first step and learn about setting goals and objectives that are realistic. First, let’s look at what ‘non-verbal’ means.

Encourage Communication with Non-verbal Child

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Encourage your child to interact or make comments, help your child make choices.

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For example, your child may be non-verbal due to a language disorder or speech delay ; they may even have a physical speech impediment that prevents them from being able to speak at all.

The most common cause of children being non-verbal is that they have difficulty understanding social interactions and responding within them – something that is largely seen in autistic children and other developmental disorders such as Down syndrome.

What is Communication?

Before you can help your nonverbal child to verbalize, you need to understand why you want them to verbalize, and what skills they require to do so.

Children and adults verbalize in order to communicate. Communication happens when one person sends a message to another person. You can send this message in a variety of ways and for different reasons.

The core aspects of communication involve:

How you communicate, and
Why you communicate.

Communication is a process. Effective communication is built through interaction and connection, which is the basis of two-way communication . Oftentimes, non-verbal children have difficulty verbalizing because they have some degree of difficulty interacting with others. This makes developing communication skills even harder.

In order to have successful interactions your child needs to:

Respond to others’ communication attempts, and
Initiate communication attempts with others

If you’d like to learn more about communication and how complex it can be, watch this video .

Your Child’s Likes and Dislikes

Nonverbal Child Communication Activities

The most important tool to use when working on communication with non-verbal children is targeting their likes and dislikes. You can use these to encourage communication by focusing on their likes so that you know what motivates them to communicate. Use structured activities that will incorporate your child’s likes and dislikes!

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Just because your child isn’t speaking, doesn’t mean that they aren’t communicating . Children communicate through actions, sounds, body language, and words. If you discover how your child communicates, you can develop their strengths and teach them other forms of communication through those modalities.

Your child may be communicating non-verbally:

Crying or screaming
Moving their body next to people and things they are interested in
Turning their body away from people and things they aren’t interested in
Using gestures and facial expressions
Reaching with an open hand for things they want
Taking your hand to get you to do things for them
Looking at things they want
Pointing to things they want and then at you for assistance
Using pictures
Making sounds and speech sounds

It’s not enough to simply look at how your child communicates, you also need to look at why they communicate. Once you know the purpose of their communication you can help your child find more ways and more reasons to communicate .

In her book “ More Than Words : A Guide to Helping Parents Promote Communication and Social Skills in Children with Autism Spectrum Disorder ,” author Fern Sussman describes non-verbal children as being on a four-stage continuum.

By identifying your child’s stage of communication, you will know what they can and cannot do, as well as what you can expect them to do next. This will help you set communication goals for them.

These are the four stages of speech and language development by Fern Sussman:

1) Own Agenda Stage

A child at this stage wants to play alone and appears uninterested in people and activities around them. They don’t understand that they can affect people by sending a message directly to them, so they display no intentional communication. You can expect your child to:

Understand almost no words
Almost never interact with other children
Cry or scream to protest
Interact with you briefly
Want to do things alone
Reach for what they want
Look at what they want
Play in unusual ways

2) Requester Stage

A child at this stage is beginning to realize that their actions can have an effect on you . They ask you for things they want or need by pulling or leading you to it, and they enjoy playing physical “People Games.” You can expect your child to:

Echo/copy a few words that you say in an attempt to communicate
Understand the steps in familiar routines
Request that you continue a physical “People Game” with eye contact, smiles, body movements, and sounds when you pause or stop playing
Occasionally follow directions if they can see what they need to do

3) Early Communicator Stage

A child at this stage is using specific gestures, sounds, pictures or words consistently to ask for things in very motivating situations. Their social interactions last longer and their communication is more intentional , though they still mainly communicate to ask you to do things for them. You can expect your child to:

Interact with you and familiar people in familiar situations
Take more turns in “People Games”
Begin to protest or refuse using the same forms of communication
Occasionally use the same forms of communication to get your attention or to show you something
Understand simple, familiar sentences with visual cues
Understand the names of familiar objects and people without visual cues
Say “hi” and “bye”
Answer yes/no questions
Answer “what’s that?” questions

4) Partner Stage

A child at this stage is a more effective communicator with a certain set of language skills. They should be able to talk and carry on a simple conversation . They sometimes can’t come up with their own words and rely on memorized words or phrases.

This usually happens in unfamiliar situations when they don’t understand what is being said and struggle to grasp the rules of conversation. You can expect your child to:

Participate in longer interactions with you
Play with other children successfully in familiar play routines
Draw your attention to something
Ask and answer questions
Talk about the past and the future
Express feelings
Make up their own sentences
Sometimes repair or fix what they say when someone doesn’t understand them

Setting Communication Goals

Now that you have read about the stages of communication, and know your child’s level of communication, you can set goals for them to challenge and actively encourage their communication.

You can do this by following Fern Sussman’s communication continuum as described in her book “More Than Words,” as well as this post.

Just because your child isn’t speaking, doesn’t mean that they aren’t communicating.

The key to helping your child communicate lies in setting realistic expectations for them . Ultimately, you want your child to achieve the following primary goals:

Interaction with you and other people
Communicating in new ways
Communicating for new reasons

The best way to achieve these goals is to use your child’s likes and dislikes, as well as their stage of communication .

Once you know your child’s stage, continue reading this article.

1) Goals for the Own Agenda Stage

Encourage your child to have joyful interactions with you in physical “People Games”
Set up situations for your child to communicate intentionally, starting with requests
Teach your child to take turns using forms of communication (body movement, eye contact, smiling, sounds, etc.) during physical and sensory play
Increase your child’s understanding of activities so that they can begin to respond to what you say

For more information, guidance, and techniques on how to work with your non-verbal child at the Own Agenda stage watch this video:

2) Goals for the Requester Stage

Help your child use an action or sound to get you to continue a physical “People Game”
Help your child replace pulling and leading you with forms of communication
Increase the things for which your child makes requests
Help your child understand several familiar words
Encourage your child to play “People Games” with other familiar people – like siblings or grandparents

This video will tell you how to work with a child at the Requester Stage:

3) Goals for the Early Communicator Stage

Teach your child to take turns with you and other people in physical “People Games”
Encourage your child to initiate physical “People Games” rather than just waiting for you to do so
Help your child increase their use of communication forms to make requests in new situations
“Echoes/copying” into spontaneous speech
Gestures into signs, speech, or picture communication
Picture communication into verbal communication
Single-word communication into short phrases
Refuse and protest
Answer questions
Say “hello” and “bye”
Shift their gaze between you and something they’re interested in
Draw your attention to someone or something
Comment on unusual or favorite things
Help your child understand familiar words and phrases and follow simple directions

4) Goals for the Partner Stage

Replacing “echolalia/copying” with their own words
Using correct words and sentences in conversation
Answering closed- and open-ended question
Talking about the past and future
Talking about feelings
Playing “Pretend”
Showing them how to start and end a conversation
Showing them how to stay on topic
Explaining that others don’t always understand what they mean so they have to change what they say
Explaining that they should ask for clarification if they don’t understand
Identify and describe feelings
Make comparisons
Problem-solve
That other people have different points of view
Help your child play and communicate successfully with other children

How to work with kids at the Early Communicator or Partner stage :

The best way to get your non-verbal child communicating is by giving them a reason to communicate . It is very tempting to ensure that your child has everything they need and that it is well within reach. However, if your child doesn’t have any difficulty getting what they want, then they don’t have any reason to communicate with you. Thus, you need to create situations that encourage communication.

Here are some suggestions to encourage children of all ages to communicate for a variety of reasons. Remember that not all of these communications need to be verbal . If your child communicates using sounds, gestures, facial expressions, or even pictures, then it counts as a communicative attempt.

Place their favorite things out of reach

If you place your child’s favorite food or toy on a high shelf or countertop that they can see but cannot reach, then they are more likely to ask you for help so that they can get it. You can also place these items in a clear plastic container that is hard to open. Your child will be able to see what they want, but they will have to ask you for help to get it

Use people toys

These toys are hard to operate and encourage interaction because your child needs your help to make them work. Give your child time to look at the toy and step in when you see them becoming frustrated or when they ask for your help.

Wind-up and squeeze toys

Once you have wound up a toy or squeezed it to make it jump it will stop moving. Hand it to your child and wait for them to request that you make it move again

Blow a few bubbles and then pause. Wait for your child to ask you to blow them again

Blow up a balloon and let the air out, then put the balloon to your mouth and wait for your child to ask you to blow it up again

Music boxes

Wind up the music box and let the music play, then wait for your child to ask you to do it again once the music has stopped

Jack-in-the-box

Wind up the jack-in-the-box and let him pop out. Wait for your child to ask you to do it again

Mirrors are fantastic for playing peek-a-boo games and copycat games. You can play any game or sing any song in front of the mirror. Wait for your child to ask you to do any of the activities again, and encourage them to play copycat games with you

Offer things bit-by-bit

If you give your child everything they want all at once, then they won’t need to ask you for anything. By giving your non-verbal child things in small amounts, you are providing them with more opportunities to communicate their needs to you. Some toys, like Lego ’s, are easy to give out bit-by-bit, as are snacks like raisins and potato chips.

Give all but one

Give your child all but one of the things they need for an activity. Hold it out of their reach, but in their view, and wait for them to ask you for it .

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Help Your Child Refuse or Tell You “No”

Offer their least favorite things

Offer your child food, drink, or a toy that you know they do not like so that you give them the opportunity to say “no”

Let your child end the activity

Wait until your child gets bored with an activity and then let them tell you, through whatever mode of communication they prefer, that they have had enough

Use puppets, stuffed animals , or Legos

A puppet or a Lego Minifigur e can demonstrate greeting and saying “bye” by repeating the action several times as you make the puppet appear and disappear behind your back, encouraging your child to say it with you and then on their own

Ut ilize your window

Stand at your window when you are expecting guests and wave at them and say “hi” as they walk up to your door. Encourage your child to do the same and then eventually to do it on their own. You can do this when the guest leaves as well

Create predictable routines, then present a surprise

Adding a surprise to your daily routines encourages your child to react and to hopefully want to communicate about it

Look through a book whilst pointing and naming pictures, then turn a page and point to a picture but don’t say anything, let your child name the picture. Let your child help you unpack the groceries and show great interest in the items, naming them as you take them out of the bag. When you come to your child’s favorite food, wait for them to get excited and name it

Offer something different

Play with toys that use multiple pieces, like puzzles, and pass your child each piece. Then give them something completely different (like a marble) and wait for them to react

Make mistakes “accidentally”

Children love it when their parents make mistakes and do something silly. You could put their shoes on their feet the wrong way or try and put their trousers over their heads whilst getting dressed. You can wait for your child to react and then laugh about it

When all is going smoothly, make something go wrong

A good idea is when you are eating dinner or breakfast, you can “accidentally” drop your fork on the floor and wait for your child to react or let you know

Pretend you don’t know where things are

You and your child can search for things together if you act like you don’t know where they are. Exaggerate your distress and wait for your child to react

Pretend that you’re “broken”

Set situations up so that it looks like you are experiencing difficulty doing things. You could pretend that you don’t hear the doorbell ringing which gives your child an opportunity to get your attention and tell you what is going on

Start with easy choices

The easiest choice for your child to make is between two things that they can see. One must be something they really like and the other something that they dislike. Hold the choices up in front of them and at first, offer the favorite choice last.

This is because children who are first learning to make choices often choose the last object presented. Once your child is experienced in making choices, you can offer the favorite choice first.

Give visual cues

Your child will need visual cues to help them make choices at first. You can hold real objects, point to real objects, or point to pictures of real objects. Present these in the same way that you did for their easy choices and then increase the level of difficulty

Yes/No choices

This is the same method that you used for helping your child make easy choices, however, you now want to encourage them to verbalize. Hold up what they don’t want and encourage them to say “no.” If your child cannot answer, respond to them to show them what they should do and then try again. Do this with the item that they want as well

Speech Blubs was built for non-verbal children

Our app has plenty of vocabulary activities for your child to choose from, which encourages them to communicate intentionally by selecting what they would like to do and by working through the different situations in each of our “games.” By doing this, your child will learn and understand several familiar words and use them to initiate communication in new situations.

The kids on our app prompt your child when to speak, and because of the fun nature of our “games,” you’re likely to find your child requesting to play and responding to you in no time at all!

The app supports non-verbal children by allowing them to learn initially whilst observing the kids in the app. They can then begin to imitate the kids when they’re ready.

Remember, if you are unsure about why your child may be non-verbal or if they are having difficulty communicating, you can use our free screener by downloading our app. The screener will highlight your child’s strengths and weaknesses and we’ll even give you a personalized report and actionable advice with the results. You can download the app from the App Store or Google Play .

You have an ally in Speech Blubs and our biggest success is seeing your child achieve their greatest potential.

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The author’s views are entirely his or her own and may not necessarily reflect the views of Blub Blub Inc. All content provided on this website is for informational purposes only and is not intended to be a substitute for independent professional medical judgement, advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website.

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Nonverbal Communication Skills: 19 Theories & Findings

In it, he introduces the concept of dramaturgy, which compares everyday social interactions to actors’ portrayals of characters, suggesting that one’s social interactions are analogous to a string of varying performances (Ritzer, 2021).

Goffman’s work also included the concept of impression management. The key to impression management includes appearance; your manner of interacting; and the attitudes conveyed through gestures, facial expressions, and nonverbal skills (Ritzer, 2021).

William Shakespeare said, “All the world’s a stage.”

I’m not a trained actor, but teaching public speaking courses has made me aware that audiences seem to prefer speakers who use a variety of hand gestures. These gestures signify the speaker as “warm, agreeable, and energetic” (Goman, 2021).

Just that nugget of information has taught me to incorporate hand gestures to develop my public speaking skills.

What other nonverbal communication skills enhance daily interactions?

Before you continue, we thought you might like to download our three Positive Communication Exercises (PDF) for free . These science-based tools will help you and those you work with build better social skills and better connect with others.

This Article Contains:

What is nonverbal communication, 9 types of nonverbal communication skills, is nonverbal communication important, 2 psychology theories and models, 8 fascinating research findings, importance in counseling and healthcare, resources from positivepsychology.com, a take-home message.

Nonverbal communication is a way to convey information “achieved through facial expressions, gestures, touching (haptics), physical movements (kinesics), posture, body adornment (clothes, jewelry, hairstyle, tattoos, etc.), and even the tone, timbre, and volume of an individual’s voice (rather than spoken content)” (Navarro & Karlins, 2008, p. 2–4).

In this YouTube video, Joe Navarro explains several nonverbal communication cues, exposes some myths, and discusses his work with nonverbal communication in law enforcement.

Marco Iacoboni (2008, p. 81), author of Mirroring People , takes it a step further, stating that “gestures accompanying speech have a dual role of helping the speakers to express their thoughts and helping the listeners/viewers understand what is being said.”

To competently read body language, Navarro and Karlins (2008) provide suggestions such as rigorous observation and a familiarity with the person’s baseline behaviors. They also recommend watching for changes, or ‘tells.’

Navarro and Karlins (2008) advise becoming familiar with universal behaviors and contextualizing nonverbal cues. However, cultural norms could inhibit rigorous observation.

Characteristics of nonverbal communication

The United States is considered a low-context communication culture (MacLachlan, 2010). This means that much of the information in a message comes directly from words rather than through implication or body language.

This style of communication involves lots of verbal detail so as not to confuse listeners. Low-context cultures rely less on nonverbal communication, which can obscure or censor portions of the message.

Nonverbal communication is culturally determined, and it is largely unconscious. It indicates the speaker’s emotional state. When nonverbal cues conflict with the verbal message, it may convey confusion or deception (Navarro & Karlins, 2008).

Finally, nonverbal communication varies by gender and displays power differentials, information effective leaders can use to influence others (Hybels & Weaver, 2015; Henley, 1977).

Nonverbal communication of successful leaders

It’s essential for leaders to read body language, also known as decoding. Deciphering between engagement (e.g., nodding, tilting the head, open body postures) and disengagement (e.g., body tilting away, crossed arms and legs) can be the difference between success and failure (Goman, 2021).

Successful actors could be considered professional first-impression artists. Like actors, leaders often find themselves center stage; they must learn the art of creating first impressions.

Subjective awareness and the ability to express yourself nonverbally are known as encoding – crucial for positive first impressions. Advice from professional actors includes a maintaining a pleasant facial expression, good posture, pausing, breathing, relaxing, and avoiding hiding your hands (Shellenbarger, 2018).

This video , 8 Things Successful People Do to Look Confident , provides quick tips for confident body language even if you’re not feeling confident.

First impressions are said to be formed in less than seven seconds (Goman, 2021). In this short time, others formulate labels such as “powerful,” “submissive,” or “trustworthy.” Evolved leaders incorporate mindfulness to help.

Naz Beheshti (2018) states, “Evolved leaders… use nonverbal tools mindfully and deliberately to reinforce their message.” She goes on to say, “this lifts the value of your communication and your value as a leader” (Beheshti, 2018).

Awareness of self, others, and the situation (mindfulness) allows us to ensure that our gestures and body language align with our spoken words. This creates congruence and generates trustworthiness (Beheshti, 2018; Newberg & Waldman, 2013).

This means we are analyzing several, simultaneous nonverbal cues. A frustrated person may tap their foot, cross their arms, and tightly squeeze their biceps (Jones, 2013). These clusters may cross over and include a variety of nonverbal categories, summarized below.

1. Kinesics

Kinesics is the study of how we move our body, specifically the head, hands, body, and arms (Jones, 2013). This includes sending messages through facial expressions, gestures, eye contact, and posture.

Haptics is the study of touch or coming into physical contact with another person (Hybels & Weaver, 2015). Throughout history, touch has been surrounded by mystery and taboo. We are perplexed by healing touch and riveted by stories of infants who perished due to lack of touch. Touch can denote relationship, status, power, and personality (Henley, 1977).

Cultural norms dictate guidelines regarding touch. Mindfulness regarding social and environmental settings is prudent. We greet a friend at an informal party differently than we would greet a boss or coworker in a professional setting.

3. Proxemics

The study of space and distance is called proxemics, and it analyzes how people use the space around them (Hybels & Weaver, 2015).

This YouTube video is a fun demonstration of students completing a school project on personal space and the discomfort felt by both humans and animals when social norms are violated.

4. Territory

Territory is often used to display power or reveal a lack thereof.

“'[P]osture expansiveness,’ positioning oneself in a way that opens up the body and takes up space, activated a sense of power that produced behavioral changes in a subject independent of their actual rank or role in an organization” (Goman, 2021).

Expansiveness conveys power.

5. Environment

Environment includes objects we use to adorn ourselves and the artifacts we surround ourselves with in order to create an impression. These objects provide nonverbal cues that help others form impressions (Jones, 2013).

6. Paralinguistics

Paralinguistics, also known as vocalics, is the study of how we speak and involves pitch, volume, rate of speech, tone, quality, tempo, resonance, rhythm, and articulation to help determine the context of the message (Jones, 2013).

7. Chronemics

Chronemics is the study of time, including how it is used. Nancy Henley (1977, p. 43), author of Body Politics: Power, Sex & Nonverbal Communication , asserts “Time is far from a neutral philosophical/physical concept in our society: it is a political weapon.”

Henley (1977, p. 47) describes the concept of “ritual waiting,” stating, “The more important the person, the longer we will ungrudgingly wait for the service or honor of attention.”

8. Attractiveness

The power of drawing attention to oneself doesn’t rely on physical appeal alone. Although facial symmetry and fashion of adornment are important (Jones, 2013), people who master good eye contact, have a lively face, offer encouragement, and use open gestures are also considered attractive (Kuhnke, 2012).

9. Olfactics

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Nonverbal communication is very important, as you could reveal unintentional information, as well as cause your communication to be misinterpreted.

Leakage: Unintentional messages

Teaching social–emotional skills to incarcerated people provided me with a powerful lesson about the nuances of nonverbal communication. On a particularly challenging day, I thought it wise to meditate and center myself prior to entering the jail. However, upon seeing me, the people inside began inquiring what was going on with me. What did they detect?

Nonverbal leakage can be shown through micro-expressions, which are “very fast facial movements lasting 1/25 to 1/5 of a second” and indicate a person’s real feelings (Ekman, 2003, p. 214).

This YouTube video is the opening scene of the series Lie to Me , based on the work of Paul Ekman regarding micro-expressions.

Varying statistics on the value of nonverbal communication may cause concern for those less practiced, but which statistics are accurate?

Crossed messages

The original research from Mehrabian and Ferris (1967) regarding nonverbal communication is widely interpreted. Elizabeth Kuhnke (2012, p. 10), author of Body Language for Dummies , interprets the study, saying, “55% of the emotional message in face-to-face communication results from body language.”

A nonverbal communication formula often cited is 7–38–55, which indicates 7% of the message comes from words, 38% vocal, and 55% facial. However, Lapakko (2007) believes this formula is reckless, faulty, and misleading. Sometimes the nonverbal elements of a message, such as gestures with directions, are incredibly important, and at other times incidental.

In addition, what something “means” in communication is connected to such variables as culture, history of the relationship, people’s intentions, personal experiences, time of day and specific words used. It would be naive to suggest all these nuances could be neatly quantified, and therefore attributing a precise formula to nonverbal communication is flawed in many ways.

So regardless of statistics and formulas, we know that nonverbal communication is essential and that people skilled at both reading and interpreting body language tend to enjoy greater success in life than those not skilled (Goleman, 1997).

Basic emotion theory

Basic emotion theory (BET) posits that emotions are a “grammar of social living” that situate us in the social and moral order of society (Keltner, Sauter, Tracy, & Cowen, 2019, p. 133). In addition, emotions structure interactions, particularly in relationships that matter. BET is integral to emotional expression.

Foundational to BET is the assumption that emotional expressions coordinate social interactions in three ways:

Through rapid conveyance of important information to aid in decision making
To evoke specific responses
To serve as incentives for others’ actions

This is accomplished through reward systems such as parents smiling and caressing a child who exhibits specific behaviors (Keltner et al., 2019).

BET initially focused on six basic emotions. Literature reveals there are over 20 emotions with distinct, multimodal expressions, providing a deeper structure and highlighting the advancing nature of emotional expression (Keltner et al., 2019).

Neural resonance

Two people who like each other will mirror each other’s facial expressions, gestures, postures, vocalics, and movements. This is known as neural resonance, and it aids the accurate transfer of information from one person to another (Newberg & Waldman, 2013).

To fully understand what another is saying, “you have to listen to and observe the other person as deeply and fully as possible” (Newberg & Waldman, 2013, p. 81). Neural resonance uses mirror neurons to create cooperation, empathy, and trust.

Studying nonverbal communication is revealing and intriguing. Most experts will include aspects such as eyes, facial expressions, and hands, but digging deeper reveals less-acknowledged nonverbal nuggets.

1. The benefits of yawning

Yawning is one of the fastest and simplest ways to lower mental stress and anxiety (Waldman & Manning, 2017). Social norms dictate that we refrain from yawning in specific settings, but yawning has many benefits. Did you know that snipers are taught to yawn before pulling the trigger (Waldman & Manning, 2017)?

According to Waldman and Manning (2017), yawning stimulates alertness and concentration; optimizes brain activity and metabolism; improves cognitive functioning; increases recall, consciousness, and introspection; decreases stress and relaxes the upper body; recalibrates a sense of timing; enhances social awareness and empathy; and increases sensuality and pleasure.

2. Feet don’t lie

According to Navarro and Karlins (2008), the most honest part of our body is our feet, as demonstrated by small children who dance with happiness or stomp in frustration. Many people look to the face for truth; Navarro and Karlins take the opposite approach:

“When it comes to honesty, truthfulness decreases as we move from the feet to the head” (Navarro & Karlins, 2008, p. 56), reasoning that emotions are suppressed through fabricated facial expression.

3. Gestures that help

Gestures improve memory and comprehension skills. Gestures may convey information that can influence how listeners respond, depending on the hand being used. “We tend to express positive ideas with our dominant hand and negative ideas with the other hand” (Newberg & Waldman, 2013, p. 44).

4. The eyes have it

“Social network circuits are stimulated through face-to-face eye contact, decreasing cortisol, and increasing oxytocin. The result is increased empathy, social cooperation, and positive communication” (Newberg & Waldman, 2013, p. 135).

Eyes reveal a lot about us. When we are aroused, troubled, concerned, or nervous, our blink rate increases. Once we relax, our blink rate returns to normal (Navarro & Karlins, 2008).

5. Power posing for success

Body language affects how others see us and how we view ourselves. In this YouTube video, Amy Cuddy discusses her research on power posing and how it affects success.

Amy Cuddy’s book is also discussed in our article listing books on imposter syndrome .

6. Fingers crossed

One explanation of the origin of crossing fingers for good luck comes from early beliefs in the power of the cross. The intersection of the digits, epitomizing the cross, was thought to denote a concentration of good spirits and served to anchor a wish until it came true (Keyser, 2014).

7. Fake positivity is harmful

Positivity that doesn’t register in your body or heart can be harmful. According to Barbara Fredrickson (2009, p. 180), “fake smiles, just like sneers of anger, predict heart wall collapse.” To truly benefit from a smile, touch, or embrace, you need to slow down and make it heartfelt.

8. Stand up straight

Poor posture can reduce oxygen intake by 30%, resulting in less energy (Gordon, 2003). Stooping over can make us look and feel old and out of touch. By straightening up, we can make significant differences in how we think and feel. The effect is bi-directional; attitude influences posture, just as posture influences attitude.

Good rapport between clients and practitioners stems from mirroring and synchronicity associated with neural resonance (Finset & Piccolo, 2011; Newberg & Waldman, 2013).

Carl Rogers’s Client-Centered Therapy is based on an empathetic understanding of clients. Nonverbal communication provides valuable information for both the client and the therapist. Showing you like and accept a client may be the most important information a therapist can convey (Finset & Piccolo, 2011).

Nonverbal patterns in therapy evolve over time. Specific behaviors that further the therapeutic process include “a moderate amount of head nodding and smiling; frequent, but not staring, eye contact; active, but not extreme, facial responsiveness; and a warm, relaxed, interested vocal tone” (Finset & Piccolo, 2011, p. 122).

Conscious awareness of nonverbal cues can aid in rapport building. Leaning toward the other signals comfort, whereas leaning away or crossing your arms signals discomfort (Navarro & Karlins, 2008).

Torsos and shoulder blades seem innocuous; however, blading away (turning slightly) from another person shows discomfort, while blading toward or facing another squarely shows a level of comfort (Navarro & Karlins, 2008).

Open palms are an ancient sign of trustworthiness that help establish rapport and are considered nonthreatening (Kuhnke, 2012). Hidden hands (placed in pockets or behind backs) signal disconnection and reluctance to engage. To display respect, keep an open posture with your muscles relaxed and weight evenly distributed.

Mirroring and matching go a long way to show synchronicity. Be careful to avoid mimicry, which signals disrespect (Kuhnke, 2012). Too much of a good thing can jeopardize credibility. An extended, fixed gaze into another’s eyes or effortful smiling can seem awkward, or worse.

This short YouTube video explains the dynamics of fluctuating facial expressions, based on the work of Charles Darwin and Paul Ekman.

This Silent Connections worksheet is an exercise for groups that combines mindfulness and nonverbal communication to build connections.

Someone who lacks the ability to make eye contact during conversation can be easily misinterpreted. To overcome this nonverbal communication issue, our Strategies for Maintaining Eye Contact can be very useful.

Our blog post 49 Communication Activities, Exercises, and Games includes six nonverbal communication activities for adults and three nonverbal exercises that work for families and children.

The blog post What Is Assertive Communication? 10 Real-Life Examples includes nonverbal qualities that complement and enhance assertive statements. Hints for eye contact, facial expressions, and posture can be found throughout.

In the blog post Cultivating Social Intelligence : 3 Ways to Understand Others , we discuss characteristics of social intelligence, including body language.

If you’re looking for more science-based ways to help others communicate better, this collection contains 17 validated positive communication tools for practitioners. Use them to help others improve their communication skills and form deeper and more positive relationships.

17 Exercises To Develop Positive Communication

17 Positive Communication Exercises [PDF] to develop help others develop communication skills for successful social interactions and positive, fulfilling relationships.

Created by Experts. 100% Science-based.

Nonverbal communication is an essential communication skill. Nonverbal expertise aids in delivering clear messages and forming positive impressions. It doesn’t have to be a big gesture to make a difference. Gently stroking the hand of a grieving friend speaks volumes.

Viewing life as a series of dramatic performances, as implied by both Shakespeare and Goffman, can add a sense of intrigue and adventure to enhancing nonverbal communication. These essential skills will help us achieve goals.

Just as the highly motivated thespian will study and polish their craft, anyone wanting to succeed in their career or interpersonal relationships can study and practice the nuances of nonverbal communication.

Actors and public speakers often practice their craft in front of a mirror or videotape themselves to reflect on strengths and weaknesses.

This article includes a myriad of resources to help improve nonverbal communication skills with many additional resources available.

By starting with something as simple as posture, we exit stage right, headed toward the competency of center stage. Break a leg!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Communication Exercises (PDF) for free .

Beheshti, N. (2018, September 20). The power of mindful nonverbal communication. Forbes . Retrieved April 26, 2021, from https://www.forbes.com/sites/nazbeheshti/2018/09/20/beyond-language-the-power-of-mindful-nonverbal-communication/?sh=6f40b3d71501
Ekman, P. (2003). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life . Holt Paperbacks.
Finset, A., & Piccolo, L. D. (2011). Nonverbal communication in clinical contexts. In M. Rimondini (Ed.), Communication in cognitive-behavioral therapy (pp. 107–128). Springer Science + Business Media.
Fredrickson, B. L. (2009). Positivity . Crown Publishing Group.
Goffman, E. (1956). The presentation of self in everyday life . University of Edinburgh.
Goleman, D. (1997). Emotional intelligence . Bantam Trade Paperback.
Goman, C. K. (2018, August 26). 5 Ways body language impacts leadership results. Forbes. Retrieved May 1, 2021, from https://www.forbes.com/sites/carolkinseygoman/2018/08/26/5-ways-body-language-impacts-leadership-results/?sh=5c1b235c536a
Gordon, J. (2003). Energy addict: 101 Physical, mental, & spiritual ways to energize your life . Berkley Publishing Group.
Henley, N. M. (1977). Body politics: Power, sex and nonverbal communication . Simon & Schuster.
Hybels, S., & Weaver, R. L. (2015). Communicating effectively . McGraw-Hill Education.
Iacoboni, M. (2008). Mirroring people: The new science of how we connect with others . Farrar, Straus and Giroux.
Jones, R. (2013). Communication in the real world: An introduction to communication studies . University of Minnesota Libraries.
Keltner, D., Sauter, D., Tracy, J., & Cowen, A. (2019). Emotional expression: Advances in basic emotion theory. Journal of Nonverbal Behavior , 43 (3), 133–160.
Keyser, H. (2014, March 21). Why do we cross our fingers for good luck? Mental Floss . Retrieved May 27, 2021, from https://www.mentalfloss.com/article/55702/why-do-we-cross-our-fingers-good-luck
Kuhnke, E. (2012). Body language for dummies . John Wiley & Sons.
Lapakko, D. (2007). Communication is 93% nonverbal: An urban legend proliferates. Communication and Theater Association of Minnesota Journal , 34 (2), 7–19.
MacLachlan, M. (2010, February 12). Cross-cultural communication styles: High and low context. Communicaid. Retrieved May 10, 2021, from https://www.communicaid.com/cross-cultural-training/blog/high-and-low-context/
Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of Consulting Psychology, 31 (3), 248–252.
Navarro, J., & Karlins, M. P. (2008). What every body is saying . Harper-Collins.
Newberg, A. M., & Waldman, M. R. (2013). Words can change your brain . Avery.
Ritzer, G. (2021). Essentials of sociology (4th ed.). SAGE.
Shellenbarger, S. (2018, January 30). The mistakes you make in a meeting’s first milliseconds. Wall Street Journal . Retrieved May 22, 2021, from https://www.wsj.com/articles/the-mistakes-you-make-in-a-meetings-first-milliseconds-1517322312
Waldman, M. R., & Manning, C. P. (2017). NeuroWisdom: The new brain science of money, happiness, and success . Diversion Books.

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Types of Nonverbal Communication

Often you don't need words at all

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Tim Robberts / Getty Images

Why Nonverbal Communication Is Important

How to Improve

Nonverbal communication means conveying information without using words. This might involve using certain facial expressions or hand gestures to make a specific point, or it could involve the use (or non-use) of eye contact, physical proximity, and other nonverbal cues to get a message across.

A substantial portion of our communication is nonverbal. In fact, some researchers suggest that the percentage of nonverbal communication is four times that of verbal communication, with 80% of what we communicate involving our actions and gestures versus only 20% being conveyed with the use of words.

Every day, we respond to thousands of nonverbal cues and behaviors, including postures, facial expressions, eye gaze, gestures, and tone of voice. From our handshakes to our hairstyles, our nonverbal communication reveals who we are and impacts how we relate to other people.

9 Types of Nonverbal Communication

Scientific research on nonverbal communication and behavior began with the 1872 publication of Charles Darwin's The Expression of the Emotions in Man and Animals . Since that time, a wealth of research has been devoted to the types, effects, and expressions of unspoken communication and behavior .

Nonverbal Communication Types

While these signals can be so subtle that we are not consciously aware of them, research has identified nine types of nonverbal communication. These nonverbal communication types are:

Facial expressions
Paralinguistics (such as loudness or tone of voice)
Body language
Proxemics or personal space
Eye gaze, haptics (touch)
Artifacts (objects and images)

Facial Expressions

Facial expressions are responsible for a huge proportion of nonverbal communication. Consider how much information can be conveyed with a smile or a frown. The look on a person's face is often the first thing we see, even before we hear what they have to say.

While nonverbal communication and behavior can vary dramatically between cultures, the facial expressions for happiness, sadness, anger, and fear are similar throughout the world.

Deliberate movements and signals are an important way to communicate meaning without words. Common gestures include waving, pointing, and giving a "thumbs up" sign. Other gestures are arbitrary and related to culture.

For example, in the U.S., putting the index and middle finger in the shape of a "V" with your palm facing out is often considered to be a sign of peace or victory. Yet, in Britain, Australia, and other parts of the world, this gesture can be considered an insult.

Nonverbal communication via gestures is so powerful and influential that some judges place limits on which ones are allowed in the courtroom, where they can sway juror opinions. An attorney might glance at their watch to suggest that the opposing lawyer's argument is tedious, for instance. Or they may roll their eyes during a witness's testimony in an attempt to undermine that person's credibility.

Paralinguistics

Paralinguistics refers to vocal communication that is separate from actual language. This form of nonverbal communication includes factors such as tone of voice, loudness, inflection, and pitch.

For example, consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret a statement as approval and enthusiasm. The same words said in a hesitant tone can convey disapproval and a lack of interest.

Body Language and Posture

Posture and movement can also provide a great deal of information. Research on body language has grown significantly since the 1970s, with popular media focusing on the over-interpretation of defensive postures such as arm-crossing and leg-crossing, especially after the publication of Julius Fast's book Body Language .

While these nonverbal communications can indicate feelings and attitudes , body language is often subtle and less definitive than previously believed.

People often refer to their need for "personal space." This is known as proxemics and is another important type of nonverbal communication.

The amount of distance we need and the amount of space we perceive as belonging to us are influenced by several factors. Among them are social norms , cultural expectations, situational factors, personality characteristics, and level of familiarity.

The amount of personal space needed when having a casual conversation with another person can vary between 18 inches and four feet. The personal distance needed when speaking to a crowd of people is usually around 10 to 12 feet.

The eyes play a role in nonverbal communication, with such things as looking, staring, and blinking being important cues. For example, when you encounter people or things that you like, your rate of blinking increases and your pupils dilate.

People's eyes can indicate a range of emotions , including hostility, interest, and attraction. People also often utilize eye gaze cues to gauge a person's honesty. Normal, steady eye contact is often taken as a sign that a person is telling the truth and is trustworthy. Shifty eyes and an inability to maintain eye contact, on the other hand, is frequently seen as an indicator that someone is lying or being deceptive.

However, some research suggests that eye gaze does not accurately predict lying behavior.

Communicating through touch is another important nonverbal communication behavior. Touch can be used to communicate affection, familiarity, sympathy, and other emotions .

In her book Interpersonal Communication: Everyday Encounters , author Julia Wood writes that touch is also often used to communicate both status and power. High-status individuals tend to invade other people's personal space with greater frequency and intensity than lower-status individuals.

Sex differences also play a role in how people utilize touch to communicate meaning. Women tend to use touch to convey care, concern, and nurturance. Men, on the other hand, are more likely to use touch to assert power or control over others.

There has been a substantial amount of research on the importance of touch in infancy and early childhood. Harry Harlow's classic monkey study , for example, demonstrated how being deprived of touch impedes development. In the experiments, baby monkeys raised by wire mothers experienced permanent deficits in behavior and social interaction.

Our choice of clothing, hairstyle, and other appearance factors are also considered a means of nonverbal communication. Research on color psychology has demonstrated that different colors can evoke different moods. Appearance can also alter physiological reactions, judgments, and interpretations.

Just think of all the subtle judgments you quickly make about someone based on their appearance. These first impressions are important, which is why experts suggest that job seekers dress appropriately for interviews with potential employers.

Researchers have found that appearance can even play a role in how much people earn. Attractive people tend to earn more and receive other fringe benefits, including higher-quality jobs.

Culture is an important influence on how appearances are judged. While thinness tends to be valued in Western cultures, some African cultures relate full-figured bodies to better health, wealth, and social status.

Objects and images are also tools that can be used to communicate nonverbally. On an online forum, for example, you might select an avatar to represent your identity and to communicate information about who you are and the things you like.

People often spend a great deal of time developing a particular image and surrounding themselves with objects designed to convey information about the things that are important to them. Uniforms, for example, can be used to transmit a tremendous amount of information about a person.

A soldier will don fatigues, a police officer will wear a specific uniform, and a doctor will wear a white lab coat. At a mere glance, these outfits tell others what that person does for a living. That makes them a powerful form of nonverbal communication.

Nonverbal Communication Examples

Think of all the ways you communicate nonverbally in your own life. You can find examples of nonverbal communication at home, at work, and in other situations.

Nonverbal Communication at Home

Consider all the ways that tone of voice might change the meaning of a sentence when talking with a family member. One example is when you ask your partner how they are doing and they respond with, "I'm fine." How they say these words reveals a tremendous amount about how they are truly feeling.

A bright, happy tone of voice would suggest that they are doing quite well. A cold tone of voice might suggest that they are not fine but don't wish to discuss it. A somber, downcast tone might indicate that they are the opposite of fine but may want to talk about why.

Other examples of nonverbal communication at home include:

Going to your partner swiftly when they call for you (as opposed to taking your time or not responding at all)
Greeting your child with a smile when they walk into the room to show that you're happy to see them
Leaning in when your loved one speaks to show that you are listening and that you are interested in what they're saying
Shoving your fist into the air when you're upset that something isn't working

Nonverbal Communication in the Workplace

You can also find nonverbal communication in the workplace. Examples of this include:

Looking co-workers in the eye when speaking with them to be fully engaged in the interaction
Throwing your hands in the air when you are frustrated with a project
Using excitement in your voice when leading work meetings to project your passion for a specific topic
Walking down the hall with your head held high to convey confidence in your abilities

Nonverbal Communication in Other Situations

Here are a few additional examples of nonverbal communication that say a lot without you having to say anything at all:

Greeting an old friend at a restaurant with a hug, handshake, or fist bump
Placing your hand on someone's arm when they are talking to you at a party to convey friendliness or concern
Rolling your eyes at someone who is chatting excessively with a store clerk as a line begins to form
Scowling at someone who has cut you off in traffic, or "flipping them the bird"

Nonverbal communication serves an important role in conveying meaning. Some benefits it provides include:

Strengthening relationships : Nonverbal communication fosters closeness and intimacy in interpersonal relationships.
Substituting for spoken words : Signaling information that a person might not be able to say aloud. This can be helpful in situations where a person might not be heard (such as a noisy workplace) or in therapy situations where a mental health professional can look at nonverbal behaviors to learn more about how a client might be feeling.
Reinforcing meaning : Matching nonverbal communication to spoken words can help add clarity and reinforce important points.
Regulating conversation : Nonverbal signals can also help regulate the flow of conversation and indicate both the start and end of a message or topic.

Nonverbal communication is important because it can provide valuable information, reinforce the meaning of spoken words, help convey trust, and add clarity to your message.

How to Improve Your Nonverbal Communication Skills

If you want to develop more confident body language or improve your ability to read other people's nonverbal communication behaviors, these tips can help:

Pay attention to your own behaviors : Notice the gestures you use when you're happy versus when you're upset. Think about how you change the tone of your voice depending on the emotions you are feeling. Being aware of your own nonverbal communication tendencies is the first step to changing the ones you want to change. It can also give you insight into how you're feeling if you're having trouble putting it into words.
Become a student of others : It can also be helpful to consider how others around you communicate nonverbally. What do their facial expressions say? What type of gestures do they use? Becoming familiar with their nonverbal communication patterns helps you recognize when they might be feeling a certain way quicker because you're actively watching for these cues. It can also help you recognize nonverbal behaviors you may want to adopt yourself (such as standing tall when talking to others to display self-confidence ).
Look for incongruent nonverbal cues : Do you say that you're fine, then slam cupboard doors to show that you're upset? This can give those around you mixed messages. Or maybe when someone is speaking with you, they are saying yes while shaking their head no. This is another example of incongruent behavior. Both can be signs of feeling a certain way but not yet being ready to admit or discuss it.
Think before you act : If your middle finger seems to automatically fly up when a car cuts you off—even if your young child is in the back seat, causing you to regret it as soon as it happens—you can work to stop this reaction. Train yourself to stop and think before you act. This can help you eliminate or replace nonverbal behaviors that you've been wanting to change.
Ask before you assume : Certain types of nonverbal communication can mean different things in different cultures. They can also vary based on someone's personality . Before assuming that a person's body language or tone means something definitively, ask. "I notice that you won't look me in the eye when we speak. Are you upset with me?" Give them the opportunity to explain how they are feeling so you know for sure.

A Word From Verywell

Nonverbal communication plays an important role in how we convey meaning and information to others, as well as how we interpret the actions of those around us.

The important thing to remember when looking at nonverbal behaviors is to consider the actions in groups. Consider what a person says verbally, combined with their expressions, appearance, and tone of voice and it can tell you a great deal about what that person is really trying to say.

American Psychological Association. Nonverbal communication (NVC) .

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Goldin-Meadow S. How gesture works to change our minds . Trends Neurosci Educ . 2014;3(1):4-6. doi:10.1016/j.tine.2014.01.002

Guyer JJ, Briñol P, Vaughan-Johnston TI, Fabrigar LR, Moreno L, Petty RE. Paralinguistic features communicated through voice can affect appraisals of confidence and evaluative judgments . J Nonverbal Behav . 2021;45(4):479-504. doi:10.1007/s10919-021-00374-2

Abdulghafor R, Turaev S, Ali MAH. Body language analysis in healthcare: An overview . Healthcare (Basel) . 2022;10(7):1251. doi:10.3390/healthcare10071251

Mccall C, Singer T. Facing off with unfair others: introducing proxemic imaging as an implicit measure of approach and avoidance during social interaction . PLoS One . 2015;10(2):e0117532. doi:10.1371/journal.pone.0117532

Wiseman R, Watt C, ten Brinke L, Porter S, Couper SL, Rankin C. The eyes don't have it: lie detection and Neuro-Linguistic Programming . PLoS One . 2012;7(7):e40259. doi:10.1371/journal.pone.0040259

Sekerdej M, Simão C, Waldzus S, Brito R. Keeping in touch with context: Non-verbal behavior as a manifestation of communality and dominance . J Nonverbal Behav . 2018;42(3):311-326. doi:10.1007/s10919-018-0279-2

Bambaeeroo F, Shokrpour N. The impact of the teachers' non-verbal communication on success in teaching . J Adv Med Educ Prof . 2017;5(2):51-59.

Dilmaghani M. Beauty perks: Physical appearance, earnings, and fringe benefits . Economics & Human Biology . 2020;38:100889. doi:10.1016/j.ehb.2020.100889

Darwin C. The Expression of the Emotions in Man and Animals .

Wood J. Interpersonal Communication: Everyday Encounters .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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What is body language?

The importance of nonverbal communication, types of nonverbal communication, how nonverbal communication can go wrong, how to improve nonverbal communication, how to read body language, nonverbal communication and body language.

Your facial expressions, gestures, posture, and tone of voice are powerful communication tools. Here’s how to read and use body language to build better relationships at home and work.

While the key to success in both personal and professional relationships lies in your ability to communicate well, it’s not the words that you use but your nonverbal cues or “body language” that speak the loudest. Body language is the use of physical behavior, expressions, and mannerisms to communicate nonverbally, often done instinctively rather than consciously.

Whether you’re aware of it or not, when you interact with others, you’re continuously giving and receiving wordless signals. All of your nonverbal behaviors—the gestures you make, your posture, your tone of voice, how much eye contact you make—send strong messages. They can put people at ease, build trust, and draw others towards you, or they can offend, confuse, and undermine what you’re trying to convey. These messages don’t stop when you stop speaking either. Even when you’re silent, you’re still communicating nonverbally.

In some instances, what comes out of your mouth and what you communicate through your body language may be two totally different things. If you say one thing, but your body language says something else, your listener will likely feel that you’re being dishonest. If you say “yes” while shaking your head no, for example. When faced with such mixed signals, the listener has to choose whether to believe your verbal or nonverbal message. Since body language is a natural, unconscious language that broadcasts your true feelings and intentions, they’ll likely choose the nonverbal message.

[Read: Effective Communication]

However, by improving how you understand and use nonverbal communication, you can express what you really mean, connect better with others, and build stronger, more rewarding relationships.

Your nonverbal communication cues—the way you listen, look, move, and react—tell the person you’re communicating with whether or not you care, if you’re being truthful, and how well you’re listening. When your nonverbal signals match up with the words you’re saying, they increase trust, clarity, and rapport. When they don’t, they can generate tension, mistrust, and confusion.

If you want to become a better communicator, it’s important to become more sensitive not only to the body language and nonverbal cues of others, but also to your own.

Nonverbal communication can play five roles:

Repetition: It repeats and often strengthens the message you’re making verbally.
Contradiction: It can contradict the message you’re trying to convey, thus indicating to your listener that you may not be telling the truth.
Substitution: It can substitute for a verbal message. For example, your facial expression often conveys a far more vivid message than words ever can.
Complementing: It may add to or complement your verbal message. As a boss, if you pat an employee on the back in addition to giving praise, it can increase the impact of your message.
Accenting: It may accent or underline a verbal message. Pounding the table, for example, can underline the importance of your message.

Source: The Importance of Effective Communication , Edward G. Wertheim, Ph.D.

The many different types of nonverbal communication or body language include:

Facial expressions. The human face is extremely expressive, able to convey countless emotions without saying a word. And unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.

Body movement and posture. Consider how your perceptions of people are affected by the way they sit, walk, stand, or hold their head. The way you move and carry yourself communicates a wealth of information to the world. This type of nonverbal communication includes your posture, bearing, stance, and the subtle movements you make.

Gestures. Gestures are woven into the fabric of our daily lives. You may wave, point, beckon, or use your hands when arguing or speaking animatedly, often expressing yourself with gestures without thinking. However, the meaning of some gestures can be very different across cultures. While the “OK” sign made with the hand, for example, usually conveys a positive message in English-speaking countries, it’s considered offensive in countries such as Germany, Russia, and Brazil. So, it’s important to be careful of how you use gestures to avoid misinterpretation.

Eye contact. Since the visual sense is dominant for most people, eye contact is an especially important type of nonverbal communication. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction. Eye contact is also important in maintaining the flow of conversation and for gauging the other person’s interest and response.

Touch. We communicate a great deal through touch. Think about the very different messages given by a weak handshake, a warm bear hug, a patronizing pat on the head, or a controlling grip on the arm, for example.

Space. Have you ever felt uncomfortable during a conversation because the other person was standing too close and invading your space? We all have a need for physical space, although that need differs depending on the culture, the situation, and the closeness of the relationship. You can use physical space to communicate many different nonverbal messages, including signals of intimacy and affection, aggression or dominance.

Voice. It’s not just what you say, it’s how you say it. When you speak, other people “read” your voice in addition to listening to your words. Things they pay attention to include your timing and pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such as “ahh” and “uh-huh.” Think about how your tone of voice can indicate sarcasm, anger, affection, or confidence.

Can nonverbal communication be faked?

There are many books and websites that offer advice on how to use body language to your advantage. For example, they may instruct you on how to sit a certain way, steeple your fingers, or shake hands in order to appear confident or assert dominance. But the truth is that such tricks aren’t likely to work (unless you truly feel confident and in charge). That’s because you can’t control all of the signals you’re constantly sending about what you’re really thinking and feeling. And the harder you try, the more unnatural your signals are likely to come across.

However, that doesn’t mean that you have no control over your nonverbal cues. For example, if you disagree with or dislike what someone’s saying, you may use negative body language to rebuff the person’s message, such as crossing your arms, avoiding eye contact, or tapping your feet. You don’t have to agree, or even like what’s being said, but to communicate effectively and not put the other person on the defensive, you can make a conscious effort to avoid sending negative signals—by maintaining an open stance and truly attempting to understand what they’re saying, and why.

What you communicate through your body language and nonverbal signals affects how others see you, how well they like and respect you, and whether or not they trust you. Unfortunately, many people send confusing or negative nonverbal signals without even knowing it. When this happens, both connection and trust in relationships are damaged, as the following examples highlight:

Jack believes he gets along great with his colleagues at work, but if you were to ask any of them, they would say that Jack is “intimidating” and “very intense.” Rather than just look at you, he seems to devour you with his eyes. And if he takes your hand, he lunges to get it and then squeezes so hard it hurts. Jack is a caring guy who secretly wishes he had more friends, but his nonverbal awkwardness keeps people at a distance and limits his ability to advance at work.
Arlene is attractive and has no problem meeting eligible men, but she has a difficult time maintaining a relationship for longer than a few months. Arlene is funny and interesting, but even though she constantly laughs and smiles, she radiates tension. Her shoulders and eyebrows are noticeably raised, her voice is shrill, and her body is stiff. Being around Arlene makes many people feel anxious and uncomfortable. Arlene has a lot going for her that is undercut by the discomfort she evokes in others.
Ted thought he had found the perfect match when he met Sharon, but Sharon wasn’t so sure. Ted is good looking, hardworking, and a smooth talker, but seemed to care more about his thoughts than Sharon’s. When Sharon had something to say, Ted was always ready with wild eyes and a rebuttal before she could finish her thought. This made Sharon feel ignored, and soon she started dating other men. Ted loses out at work for the same reason. His inability to listen to others makes him unpopular with many of the people he most admires.

These smart, well-intentioned people struggle in their attempt to connect with others. The sad thing is that they are unaware of the nonverbal messages they communicate.

[Read: Tips for Building a Healthy Relationship]

If you want to communicate effectively, avoid misunderstandings, and enjoy solid, trusting relationships both socially and professionally, it’s important to understand how to use and interpret body language and improve your nonverbal communication skills.

Find your space for healing and growth

Regain is an online couples counseling service. Whether you’re facing problems with communication, intimacy, or trust, Regain’s licensed, accredited therapists can help you improve your relationship.

Nonverbal communication is a rapidly flowing back-and-forth process that requires your full focus on the moment-to-moment experience. If you’re planning what you’re going to say next, checking your phone, or thinking about something else, you’re almost certain to miss nonverbal cues and not fully understand the subtleties of what’s being communicated. As well as being fully present, you can improve how you communicate nonverbally by learning to manage stress and developing your emotional awareness.

Learn to manage stress in the moment

Stress compromises your ability to communicate. When you’re stressed out, you’re more likely to misread other people, send confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. And remember: emotions are contagious. If you are upset, it is very likely to make others upset, thus making a bad situation worse.

If you’re feeling overwhelmed by stress, take a time out. Take a moment to calm down before you jump back into the conversation. Once you’ve regained your emotional equilibrium, you’ll feel better equipped to deal with the situation in a positive way.

The fastest and surest way to calm yourself and manage stress in the moment is to employ your senses—what you see, hear, smell, taste, and touch—or through a soothing movement. By viewing a photo of your child or pet, smelling a favorite scent, listening to a certain piece of music, or squeezing a stress ball, for example, you can quickly relax and refocus. Since everyone responds differently, you may need to experiment to find the sensory experience that works best for you.

Develop your emotional awareness

In order to send accurate nonverbal cues, you need to be aware of your emotions and how they influence you. You also need to be able to recognize the emotions of others and the true feelings behind the cues they are sending. This is where emotional awareness comes in.

[Read: Improving Emotional Intelligence (EQ)]

Being emotionally aware enables you to:

Accurately read other people, including the emotions they’re feeling and the unspoken messages they’re sending.
Create trust in relationships by sending nonverbal signals that match up with your words.
Respond in ways that show others that you understand and care.

Many of us are disconnected from our emotions—especially strong emotions such as anger, sadness, fear—because we’ve been taught to try to shut off our feelings. But while you can deny or numb your feelings, you can’t eliminate them. They’re still there and they’re still affecting your behavior. By developing your emotional awareness and connecting with even the unpleasant emotions, though, you’ll gain greater control over how you think and act. To start developing your emotional awareness, practice the mindfulness meditation in HelpGuide’s free Emotional Intelligence Toolkit .

Once you’ve developed your abilities to manage stress and recognize emotions, you’ll start to become better at reading the nonverbal signals sent by others. It’s also important to:

Pay attention to inconsistencies. Nonverbal communication should reinforce what is being said. Is the person saying one thing, but their body language conveying something else? For example, are they telling you “yes” while shaking their head no?

Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you are receiving, from eye contact to tone of voice and body language. Taken together, are their nonverbal cues consistent—or inconsistent—with what their words are saying?

Trust your instincts. Don’t dismiss your gut feelings. If you get the sense that someone isn’t being honest or that something isn’t adding up, you may be picking up on a mismatch between verbal and nonverbal cues.

Evaluating nonverbal signals

Eye contact – Is the person making eye contact? If so, is it overly intense or just right?

Facial expression – What is their face showing? Is it masklike and unexpressive, or emotionally present and filled with interest?

Tone of voice – Does the person’s voice project warmth, confidence, and interest, or is it strained and blocked?

Posture and gesture – Is their body relaxed or stiff and immobile? Are their shoulders tense and raised, or relaxed?

Touch – Is there any physical contact? Is it appropriate to the situation? Does it make you feel uncomfortable?

Intensity – Does the person seem flat, cool, and disinterested, or over-the-top and melodramatic?

Timing and place – Is there an easy flow of information back and forth? Do nonverbal responses come too quickly or too slowly?

Sounds – Do you hear sounds that indicate interest, caring or concern from the person?

More Information

About Nonverbal Communications - Different categories of nonverbal communication, along with a detailed list of signals. (Adam Blatner, M.D.)
Body Language: Understanding Nonverbal Communication - Particularly as it applies to the workplace. (MindTools)
Take Control of Your Nonverbal Communication (video) - How to notice and use body language. (Harvard Business Review)
The Importance of Nonverbal Communication (PDF) - Piece by Edward G. Wertheim, Ph.D. about the communication process. (Northeastern University)

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Therapeutic Approaches for Non-Verbal Clients

Non-verbal client signing during therapy session

As a mental health provider, you are honored to work with a diverse variety of individuals. With different backgrounds, needs, and experiences, each person you work with teaches you something new and gives you a chance to become better at your craft while helping someone strengthen their skills. Most often, the therapeutic setting involves the exchange of dialogue. Verbal communication is frequently viewed as a pillar of mental health care because communication is how providers and their clients exchange thoughts, experiences, ideas, and feedback. But what happens when verbal communication is not an option?

Why Might a Client Be Non-Verbal?

Clients may be non-verbal for a wide number of reasons. Some of the most common include:

Non-Verbal Autism Spectrum Disorder (ASD) – According to the CDC , autism spectrum disorder is “a developmental disability caused by differences in the brain.” It is an umbrella term that covers many different developmental disabilities showing issues with social communication, interactions, repetitive behaviors, different ways of learning, paying attention, and more. Someone with ASD may be non-verbal for their entire life, a period in their life, or for intermittent periods in their life, depending on their unique symptoms, experiences, and circumstances.
Apraxia of Speech – Apraxia of speech is a motor speech disorder that makes it challenging to speak. As a child, the pathways that a brain uses to communicate messages to your muscles and mouth to talk and make noises do not work as they should – impacting speech. Adults can develop apraxia of speech after a brain injury, stroke, dementia, tumors, or brain disease. Depending on the severity of their apraxia, a client may have varying levels of difficulty speaking to their provider or may be completely non-verbal.
Aphasia – Aphasia is a disorder that impacts one’s ability to communicate – usually after a stroke or head injury. Someone with Aphasia may be non-verbal or may speak in short/incomplete sentences that do not make sense, confuse their words, speak unrecognizable words, and have trouble understanding others. They may also struggle to understand written language.
Selective Mutism/Traumatic Mutism – Selective mutism is a complex anxiety disorder in children/adolescents marked by their inability to speak in social settings. They often have a genuine fear of social interactions that causes them to go silent. This may apply to the therapeutic setting. A provider working with children may encounter a child that does not speak to them out of anxiety. This is different from traumatic mutism, which applies to all situations, not just social ones. Children may go completely non-verbal after experiencing something traumatic due to their inability to process that event.

While you may have clients that are unable to or have difficulty communicating verbally, the relationship can still thrive. As their provider, you need to implement non-verbal communication methods to help bridge the gap.

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What is Non-Verbal Communication?

Non-verbal communication is the “act of conveying information without the use of words.”

Types of Non-Verbal Communication and Tips to Apply Them in Therapy

Body Language

Client: Even with verbal clients, body language can tell quite a bit. Pay attention to how your client is moving or positioning themselves to try and interpret their mood/emotions/feelings. Changes in body language can include posture, hand movements, and eye contact. For example, if their shoulders are tense, they’re hunched over, and their arms are crossed, they may be feeling nervous, reserved, or even frustrated. You can use body language to help your clients feel more at ease by making sure you remain relaxed, your arms stay uncrossed, and you don’t use rapid movements that could alarm them.
Movement – How are they moving in their space? Are they tapping their foot rapidly? They may be anxious. Opening their arms for a hug or a handshake? Then they may be open to the opportunity in front of them. Are they exploring the room around them? Then they may be curious.
Gestures – Pay attention to how your client is using their hands and arms to gesture around them. Are they pointing? They may want to show you something. Are they making a shape? They may be trying to describe something. You can try to repeat your client’s gestures to show that you understand what they’re communicating to you.
Paralanguage – Paralanguage is a type of speech that does not involve words but may involve intonation, pitch/speed, hesitation noises, gestures, and facial expressions. They are the vocal but nonverbal elements of communication by speech. A client may be using paralanguage to emphasize a point or communicate a feeling/emotion around an idea. For example, a non-verbal client may point emphatically at something they want to show you and say “ah!” to show you that it is important to them that you see.
Facial Expressions – Facial expressions can tell you a lot. A wrinkled brow can tell you when someone is perturbed. A teary eye can tell you when someone is upset or sad. A smile can tell you when someone is feeling joyful or happy. You may not need someone to use words to tell you how they feel if they can express it with their facial expressions. As therapists, you should try to maintain a calm and reassuring face when communicating with clients in a way that helps them know that you understand them.
Eye Contact – Eye contact combined with facial expressions can tell a therapist everything they need to know about a client’s feelings. Fluttered eye contact with a worried brow and told you that someone might be nervous around you. Lack of eye contact can tell you that someone may not be ready to communicate with you. Constant eye contact can tell you that someone is listening to you. As their provider, you should always make eye contact with your clients when they’re communicating with you.
Touch – Also known as haptics, touch is a form of non-verbal communication that includes handshakes and high-fives in the therapeutic setting. For therapists working with children, it may be appropriate to give a high-five when completing an activity to communicate a good effort.

There are many ways to communicate with non-verbal clients and still have a thriving therapeutic relationship.

TheraNest Professional offers everything you need to power your practice, all in one place, 24/7, so you can get back to what you do best – helping clients. Interested in learning more? Sign up for a free 21-day tria l today!

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Non-Verbal Communication

A consistent complaint from people who don't use verbal communication (and of their families) is that people tend not to speak directly to them. The conversation is often directed to the person’s family or caregivers instead. Here are some tips for including people who don't use verbal language in conversations, and to make it clear that their input and opinions matter.

Introduce yourself to the individual first, and then to other family members.

Ask the person’s caregivers/companions how the person usually communicates, as well as their level of involvement in decision-making.

Establish how the individual indicates “yes” and “no.” Ideas of some simple methods for yes/no responses are looking up for “yes” and down for “no,” blinking eyes once for “yes” and twice for “no,” using a tight fist for “yes” and an open hand for “no,” or pointing to/looking at “yes” or “no” picture cards or written words.

Ask the person if it’s okay to ask their family members questions about them. Even if they don’t respond, it will show respect for their opinions.

Even if the conversation is mainly directed toward the caregivers, involve the individual by providing eye contact to them and using their name.

Try to be patient, no matter how rushed you are. Remember that, for people who communicate with modes other than speech, conversations may take longer than usual. Wait time may be needed for the person to use a communication system to respond.

Don’t pretend to understand a response if you haven’t. Ask the person to repeat/rephrase, or ask a family member to interpret.

Get down to the individual’s level and talk to them face-to-face, using eye contact.

Allow extra processing time.

Offer choices using objects, flashcards, or picture icons.

For more information about increasing communication skills for people who don’t use spoken language, contact us: In Sioux Falls, 605-444-9700. In Rapid City, 605-791-7400.

Learn more about our therapy services here.

-Carrie Vermeer M.A., CCC-SLP, LifeScape

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Home » SEL Implementation » Understanding IEP Goals for Nonverbal Communication: A Comprehensive Guide

Understanding IEP Goals for Nonverbal Communication: A Comprehensive Guide

Key takeaways.

Nonverbal communication is crucial for social interactions, encompassing facial expressions, body language, gestures, and more.
IEP goals are personalized objectives designed to support students with special needs, focusing on improving nonverbal communication skills.
Effective IEP goals for nonverbal communication should be SMART: specific, measurable, achievable, relevant, and time-bound.
Developing IEP goals for nonverbal communication involves assessing the student’s current abilities, identifying areas of improvement, setting realistic goals, and collaborating with stakeholders.

Introduction: Understanding IEP Goals for Nonverbal Communication: A Comprehensive Guide

Nonverbal communication plays a crucial role in our social interactions. It encompasses facial expressions, body language, gestures, and other nonverbal cues that convey meaning and emotions. For individuals with nonverbal communication difficulties, such as those with autism spectrum disorder or speech and language disorders, navigating social interactions can be challenging. That’s where Individualized Education Program (IEP) goals come in.

IEP goals are personalized objectives designed to support students with special needs in their educational journey. In the context of nonverbal communication, IEP goals focus on improving and enhancing the individual’s ability to understand and use nonverbal cues effectively. In this comprehensive guide, we will explore the importance of nonverbal communication, the purpose and components of IEP goals, and strategies for supporting nonverbal communication skills.

I. Understanding Nonverbal Communication

Before delving into IEP goals, it is essential to have a solid understanding of nonverbal communication. Nonverbal communication refers to the messages we convey without using words. It includes facial expressions, body language, eye contact, tone of voice, and gestures. These nonverbal cues often provide additional context and emotional meaning to our verbal communication.

Nonverbal cues are particularly important in social interactions, as they help us interpret others’ intentions, emotions, and attitudes. For individuals with nonverbal communication difficulties, such as those with autism or social communication disorders, understanding and using nonverbal cues can be challenging.

Individuals with nonverbal communication difficulties may struggle with maintaining eye contact, interpreting facial expressions, understanding body language, and using appropriate gestures. These challenges can lead to misunderstandings, social isolation, and difficulties forming and maintaining relationships.

II. Individualized Education Program (IEP) Goals

IEP goals are an integral part of special education services. They are individualized objectives that outline the specific skills and areas of improvement for students with special needs. The purpose of IEP goals is to provide a roadmap for educators, therapists, and parents to support the student’s educational and developmental needs.

In the context of nonverbal communication, IEP goals focus on improving the individual’s ability to understand and use nonverbal cues effectively. These goals are tailored to the student’s unique needs and may address areas such as eye contact, facial expressions, body language, and gestures.

Effective IEP goals for nonverbal communication should be specific, measurable, achievable, relevant, and time-bound (SMART). They should provide clear guidance on the desired outcomes and the steps needed to achieve them.

III. Key Considerations for Developing IEP Goals for Nonverbal Communication

Developing effective IEP goals for nonverbal communication requires careful consideration and collaboration among educators, therapists, parents, and the student. Here are some key considerations to keep in mind:

A. Assessing the student’s current nonverbal communication abilities

Before setting IEP goals, it is essential to assess the student’s current nonverbal communication skills. This assessment may involve observing the student’s interactions, conducting formal assessments, and gathering input from parents and other professionals. Understanding the student’s strengths and areas for improvement will help inform the development of meaningful goals.

B. Identifying specific areas of improvement

Once the student’s current abilities are assessed, it is crucial to identify specific areas of improvement. This could include skills such as maintaining eye contact, interpreting facial expressions, using appropriate body language, or understanding and using gestures. By focusing on specific areas, IEP goals can be tailored to address the student’s unique needs.

C. Setting realistic and measurable goals

IEP goals should be realistic and achievable within a specific timeframe. It is important to set goals that are challenging yet attainable for the student. Additionally, goals should be measurable, meaning that progress can be objectively tracked and evaluated. This allows for ongoing assessment and adjustment as needed.

D. Collaborating with the student, parents, and other professionals

Collaboration is key in developing effective IEP goals. By involving the student, parents, and other professionals, a holistic and comprehensive approach can be taken. Each person brings valuable insights and perspectives that can contribute to the development of meaningful goals. Regular communication and collaboration throughout the IEP process are essential for success.

IV. Examples of IEP Goals for Nonverbal Communication

IEP goals for nonverbal communication will vary depending on the individual’s needs and abilities. Here are some examples of specific goals that may be included in an IEP:

A. Goal 1: Improve eye contact during social interactions

Objective: The student will increase eye contact during conversations with peers and adults from 20% to 80% of the time, as measured by direct observation and data collection over a period of six months.

B. Goal 2: Increase understanding and use of facial expressions

Objective: The student will accurately identify and interpret at least five basic facial expressions (e.g., happy, sad, angry, surprised, and scared) in real-life scenarios with 80% accuracy, as measured by quizzes and role-playing exercises, within a nine-week period.

C. Goal 3: Enhance body language and gestures for effective communication

Objective: The student will use appropriate body language and gestures to convey meaning and emotions during social interactions, as observed and documented by teachers and therapists, with 90% accuracy over a period of three months.

V. Strategies for Supporting Nonverbal Communication Skills

Supporting nonverbal communication skills requires a multi-faceted approach. Here are some strategies that can be implemented:

A. Providing direct instruction and modeling

Direct instruction and modeling can help students learn and practice nonverbal communication skills. This can involve explicitly teaching the meaning and use of different facial expressions, body language, and gestures. Teachers and therapists can model appropriate nonverbal cues and provide opportunities for students to practice and imitate.

B. Incorporating visual supports and aids

Visual supports, such as visual schedules, social stories, and visual cues, can enhance understanding and use of nonverbal communication. These supports provide visual prompts and reminders that help students navigate social interactions more effectively. Visual aids can be used to teach and reinforce specific nonverbal cues.

C. Creating opportunities for practice and reinforcement

Regular practice and reinforcement are essential for developing and maintaining nonverbal communication skills. Teachers and therapists can create structured activities and social scenarios where students can practice using nonverbal cues in a supportive environment. Positive reinforcement, such as praise and rewards, can motivate students and reinforce desired behaviors.

D. Collaborating with speech-language pathologists and other professionals

Speech-language pathologists (SLPs) play a crucial role in supporting nonverbal communication skills. Collaborating with SLPs and other professionals can provide valuable insights and expertise in developing and implementing strategies to support nonverbal communication. SLPs can provide direct therapy, consultation, and training to educators and parents.

VI. Monitoring and Evaluating Progress

Monitoring and evaluating progress towards IEP goals is essential to ensure that interventions are effective and meaningful. Here are some strategies for tracking progress:

A. Importance of ongoing assessment and data collection

Ongoing assessment and data collection are crucial for monitoring progress. This can involve direct observation, checklists, quizzes, role-playing exercises, and other assessment tools. Regular data collection allows for objective measurement of progress and identification of areas that may require additional support.

B. Strategies for tracking progress towards IEP goals

Tracking progress towards IEP goals can be done through progress reports, data graphs, and regular meetings with parents and professionals. By reviewing and analyzing data, educators and therapists can determine if interventions are effective and make adjustments as needed. Regular communication and collaboration with parents are essential in this process.

C. Making necessary adjustments to goals and interventions

IEP goals and interventions should be flexible and adaptable. If progress is not being made or if new challenges arise, it may be necessary to adjust goals or modify interventions. Regular review and evaluation of goals and interventions allow for ongoing support and improvement.

VIII. Conclusion

Understanding IEP goals for nonverbal communication is essential for supporting individuals with nonverbal communication difficulties. By setting specific and measurable goals, collaborating with professionals, and implementing effective strategies, individuals can improve their nonverbal communication skills and enhance their social interactions.

Looking for More Resources on Understanding IEP Goals for Nonverbal Communication?

Remember, progress takes time and effort. It is important to celebrate small victories along the way and provide ongoing support and encouragement. If you are seeking support for nonverbal communication skills, consider starting your Everyday Speech Free trial today. Everyday Speech offers a comprehensive platform with resources, activities, and videos designed to support social-emotional learning and communication skills. Start your free trial here .

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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Speech therapy tips for non-verbal children

A parent wants nothing more in this world than to be able to know when the child is hungry and what they would like to eat or when they need some extra attention and comforting.
One might struggle to tell whether the child is amused with the things going on around them or scared and bewildered.
One might find themselves unsure of whether the child feels comfortable and secure in an unfamiliar environment or anxious and apprehensive.
Without knowing when the child is hungry or cold or feeling insecure or frightened, it might feel impossible to be the best parent you can be.
For many parents, this is a scary situation that comes with a lot of worry. But if a child is non-verbal the challenges increase. This could easily become something that keeps a parent up at night.
New breakthroughs have shown that one can actually use non-verbal methods as a way to begin encouraging the child to use word and in the meantime develop effective strategies for figuring out what they want and need.
It’s always important to remember that no two children are the same .
A strategy that works for one child, might not work for another . But there are some tried and tested techniques parents can use to get through to a non-verbal child, and just as importantly, to help the child convey their needs and desires to parents.

Non verbal therapy techniques

Below you will find some strategies that are most effective in fostering communication with a non-verbal child :

Nonverbal Communication is a bridge to language development

While speaking is the goal for many parents, many children can find equally effective ways to communicate non-verbally.
In fact, many of these non-verbal communications, like hand gestures and eye contact, are the building blocks for language .
So, it’s important to encourage their development as a precursor to speech.
Be sure to model these behaviors for the child by exaggerating your own hand gestures and making it easy for your child to copy you.
When you want your child to pick up a toy, don’t just ask them, but point to the toy with your hand and nod “yes” when they select the right one.
Clapping, holding out your arms, and opening your hands are universally recognized gestures even a young, non-verbal child is likely to be able to understand.

Tips for teaching non verbal kids

Play and Social Interaction create lots of opportunities to describe things

Your child will have plenty of opportunities to learn and interact socially through play.
Playing games your child enjoys, especially those involving sorting and matching, are a great option, because they work on visual and motor skills , as well as communication.
Anything to get your kid using their hands, like play dough, creates lots of opportunities for them to describe the tactile experience, using gestures at first, then eventually words.
The connection between physical sensations and being compelled to describe the feeling can be very strong.
You can even get musical by singing or playing toy instruments
When playing with your child, always be sure to place yourself at eye level so your child can easily see and hear you while you play together and learn from watching what you do.

Imitation is a form of communicating mutual understanding

Another great strategy for parents of non-verbal children is imitation.
The cool thing about i mitation is that it can go both ways, just like a conversation!
You start off by imitating your child, how they sound and play, to encourage them to do more of both.
Imitation games are as simple as it sounds: If your child stacks a Lego on their tower, you stack a Lego on yours. If your child knocks the tower over, you knock yours over too!
All the basic items found in any toy box, whether balls, Lego’s, cars, dolls, action figures or books, give you an opportunity to engage in games that involve role playing as a way to interact and communicate with gestures and imitation that don’t necessarily require words at first.

Non Verbal Autism

Let your child set the pace and the topic that holds their interest

It’s important to take your child’s lead. Allowing your child to choose the topic and set the pace is a great way to make sure they don’t lose focus.
This way, you are allowing your child to focus on what they are interested in and encouraging your child to connect the words with their chosen activity.
Choosing easier words for your child to understand. You may consider talking to your child using only single words like “take” or “ball” in the beginning.
Using a single word makes things very simple for your child to understand and imitate.
Then, as your child starts using these words, you can add a word to the phrase, like “take toy” or “roll ball.” You can keep building on the phrases to be able to convey complete ideas in full sentences.

Avoid the urge to respond for your child and try to give them some space

Keep in mind that sometimes your child may not respond, or respond fully and that is okay.
You may feel the urge to complete sentences, mouth the responses you’re hoping to hear, or answer questions on their behalf when someone else is asking, but it’s okay to give them the space to answer, even if the answer simply isn’t coming.
Sometimes children need time and space to think and process and sometimes they aren’t going to answer at all.
But you have to keep providing them with the opportunities to respond rather than doing it for them.
Wait several seconds after you answer a question and look at your child with interest.
Watch for any signs of sound or movement. And, if they do offer a response of any kind, be sure to react and respond quickly. Providing this kind of reinforcement can be the most empowering thing you can do for your child.

Don’t worry that your children never listen to you; worry that they are always watching you! ?

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Unlocking Social Potential

Nonverbal Communication and Tone of Voice

July 21, 2021

nonverbal communication, tone of voice, speech therapy, pragmatics, social skills, teletherapy

Are you planning lessons to teach students about nonverbal communication and tone of voice? This blog post is for you if you are teaching nonverbal communication skills to students with autism or social communication challenges. For example: recognizing facial expressions and identifying and using tone of voice. Help your students understand and recognize the common emotions we communicate through our faces and our voices. You might find this blog post on sarcasm helpful.

Nonverbal Communication: Recognizing Emotions by Facial Expressions!

Youtube Video: First, view The Secrets to Decoding Facial Expressions: 5:18 by the Oregonian .

A great video for teaching nonverbal communication! An adult female “behavioral investigator” dissects the facial expressions involved in the seven universal emotions: disgust, anger, sadness, happiness, fear, surprise and contempt. She provides specific language to identify facial characteristics of these emotions. She contrasts the expressions for “surprise” vs “fear” and ends with having the viewer guess the emotions as she makes the accompanying facial expressions. Highly recommend this one! I think it’s valuable to teach the expression for contempt as this can go unoticed by our students and she covers it in the video.

Online Activity: Then, head to to the University of Victoria’s website and pick a “let’s face it” activity from a plethora of choices! I’d recommend the “let’s face it: people categories,” which depicts faces of adults of multiple skin tones portraying the emotions of “happy, angry, sad, scared, surprised and disgusted.” It is a download that you can use online with digital annotation.

Boom Cards: If you are looking for a deeper dive into identifying emotions from face and body characteristcs, you might like this set of BOOM cards for middle and high school below.

Differentiating Facial Expressions

Youtube Video: Start with this short (1:54) youtube video “seven basic emotions” by Management Development International that presents a person with a neutral face which then changes to “disgust, anger, sadness, happiness, fear, surprise and contempt” before returning to a neutral expression. Pause at each one and have the student name the emotion and then identify how they know it is that emotion (scrunched eyebrows, frown etc). A great way to teach nonverbal communication.

Online Activity: A tricky nonverbal communication skill for many of my students is differentiating between similar facial expressions that show different emotions. Help your students attend to and distinguish changes in the eyes and mouth for 6 facial expressions with the “let’s face it” drawing emotions activity. Use this download with digital annotation. If you have extra time, play a charades activity where you take turns making a facial expression while the other guess the emotion.

Boom Cards: You might also like this set of BOOM CARDS for differentiating emotions that can look similar on people’s faces!

nonverbal communication, contrasting similar emotions, facial expression, body language, speech therapy, tone of voice

Tone of Voice-Identify and Practice

Tone of voice is such an important nonverbal communication skill as people tend to believe the emotion we communicate in our tone more than they believe our body language! Misinterpeting tone of voice is also at the root of many miscommunications. One way you can introduce the concept of tone of voice is through this print/no print pdf “ Let’s talk about tone of voice.” This packet includes engaging games, youtube video links and accompanying activities and so much more!

social skills, tone of voice, nonverbal communication, sarcasm

This packet gives your students the opportunity to compare and contrast emotional tones, sarcasm and sincere tones and formal and informal communication.

Youtube Videos:

Tone of Voice in Communication: 8:06 minutes by Communication Coach Alex Lyons Alex Lyons, explains tone of voice and discusses how listeners are more likely to believe nonverbal communication indicators, like tone of voice, before they believe the verbal content of our message and how emphasis on certain words changes what we are communicating. This is a nice introduction to all types of nonverbal communication, including body language.

Teaching Kids Tone of Voice: 4:26 by Communication Skills for Kids and Teens An adult female tells how emotion creates sound and stresses how others hear our tone before they hear our words. The narrator spends time discussing sarcasm so use this video if that meets the needs of your students.

Boom cards are great for brick and mortar or distance learning. Also, they can easily be assigned to google classroom . Use this set of BOOM cards called “what’s the tone?” to have students learn to identify emotion by tone of voice. Students also get practice in fixing mismatches between body language and tone of voice and saying sentences using 3 different tones of voice to get 3 different meanings!

nonverbal communication, tone of voice, teletherapy, digital, online, Boom cards, activities, games, autism, social skills

Tone of Voice-Social Scenarios

Give your students practice with deciding on which tone of voice they should use given a social situation!

nonverbal communication, tone of voice, teletherapy, distance learning, google classroom, online, games, activities, autism, social skills

BOOM Cards: Have students put their knowledge to work by previewing social scenarios in this set of BOOM cards, “How Should I Say it?” After previewing the social scenario, students can discuss how the people in the images are feeling and then type in what they would say to them. Students can click on an emoji to hear three different tones of voice. Then, they say and record their message in the chosen tone to give them practice speaking the tones. Listening to the recording gives the opportunity for feedback!

More tone of voice ideas: teaching tone of voice

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Nonverbal Autism: Can Speech Therapy Help?

Autism is not a disease. Autism spectrum disorder (ASD) refers to persistent deficits in social interactions, communication, and interpersonal relationships. Autism is a spectrum disorder because the signs and symptoms may affect people to varying degrees.

An early diagnosis of autism can help a child receive the necessary support and therapy. Early interventions can help make up for some of the communication deficits characteristic of ASD. However, there is no cure for autism spectrum disorder (ASD).

While most individuals on the spectrum experience communication challenges and speech delays, around 25% to 30% children with ASD may not speak at all.

What Is Non-Speaking Autism?

Earlier, experts referred to this type of autism as nonverbal autism . These days, authorized sources refer to it as non-speaking autism spectrum disorder . The term “nonverbal” may not be entirely accurate since the person may prefer other means of communication over spoken words.

It is common for children with autism spectrum disorder (ASD) to repeat what they hear. Experts refer to this as ‘echolalia.’ While it is not a trait of nonspeaking autism, it may contribute to speech delays in a child.

Even when a person is “minimally verbal” or “non-verbal”, they may choose to use written words and picture boards to communicate. Research shows that most of them can recognize and understand the words they hear.

Neurotypical children babble in attempts to “copy” the speech of adults. It signals the early development of speech and language in a child. Children who don’t babble by the age of 4-months are at a higher risk of nonspeaking ASD.

However, parents of nonspeaking children with ASD shouldn’t lose all hope. Research shows that a majority of all 4-year olds with ASD have the chance of developing spoken language with correct intervention. Speech therapy for non verbal autism is typically recommended for children with ASD and their parents since they typically do not have any intellectual disability.

What Are the Causes of Nonverbal Autism?

Currently, there is no literature on the causes of nonspeaking Autism Spectrum Disorder (ASD). Even the most renowned neuroscientists, psychologists, and neurologists are yet to discover what causes some people to not use spoken language.

Recently published studies show deficits in the oscillations of theta and gamma waves in the brain of minimally verbal children. It may open doors for new research in the areas concerning the causes of nonspeaking autism in the population.

It can be especially confusing since these people may prefer to use American Sign Language (ASL), picture tools, and communication boards. They are not averse to communicating entirely, but they prefer non-spoken forms of communication.

Some individuals with autism may have childhood apraxia of speech (CAS). It makes it nearly impossible for these children to speak without the intervention of a trained speech-language pathologist (SLP).

Your pediatrician will also check your child for any malformations of the articulators and loss of hearing. This will rule out physiological anomalies that may keep your child from speaking.

However, most children on the spectrum do not have childhood apraxia of speech or articulatory malformations. They simply do not speak!

How is Nonspeaking Autism Spectrum Disorder Diagnosed?

If your child is over a year old and hasn’t said their first words yet then you should speak with a speech-language pathologist (SLP). An SLP should be able to conduct necessary tests and evaluations to determine if your child has autism.

You can compare your child’s speech and language development with a standardized speech checklist to understand if you need to consult an expert.

Most children and adults with autism spectrum disorder have difficulties continuing a conversation with a person, or speaking in a social setup. However, those with nonspeaking autism may not speak at all.

In some cases, children have childhood apraxia of speech, selective mutism or childhood-onset fluency disorders that co-occur with autism and make communication challenging.

To receive a confirmed diagnosis, you may need to talk to your pediatrician. They should be equipped to screen your child for ASD. The pediatrician may request a battery of tests including –

A Physical Examination
Blood Tests
MRI and CT scans
Hearing Tests

The reports of these tests may help to rule out other potential causes of a child’s mutism.

Depending on the report of these tests the medical professional may request more tests, such as –

A full medical history of the parents and child
Older reports and review of the mother’s pregnancy, complete with the list of medicines consumed during the time
A complete review of the child’s health, hospitalizations and medical treatments

A developmental-behavioral clinician may use the Autism Diagnostic Observation Schedule (ADOS-2) and the Gilliam Autism Rating Scale (GARS-3) for the assessment of younger children who are experiencing severe speech and language delay.

What Are The Early Signs Of Nonspeaking Autism?

It is not easy to recognize the signs of autism in a young child. Here are a few signs of non-verbal autism that are present in very young children –

They do not respond to their name by their first birthday
They do not laugh or babble by the time they are 12-months old
The child may not point by the time they are 14-months old
A child with ASD typically doesn’t pretend play by the time they are 24-months old
The child may avoid eye contact and prefer to remain alone
A child with ASD may become upset or agitated by minor changes in their daily routine
They may rock their body or flap their hands (stimming) for comfort

How Does Speech Therapy Help Children With Nonspeaking Autism?

There is no cure for autism. The existing treatment for autism relies on behavioral interventions, speech therapy and family counseling. These can help a person overcome the more severe symptoms of autism spectrum disorder (ASD) and certain developmental delays.

Here’s how speech therapy can motivate children with nonspeaking autism to talk –

1. Speech Therapy Can Encourage Interactions

Studies show that children on the spectrum respond positively to play-based therapy. Speech therapists incorporate play-based therapy which includes toys that entice the child.

You can create a list of activities with the help of the speech-language pathologist (SLP) that both you and your child enjoy.

Play-therapy with your child will give you more chances to interact with them. If your child doesn’t have any aversion towards socializing, your therapist may recommend groups for your child’s play therapy sessions. They may get to interact with other children with similar diagnoses and you will get the chance to speak to their parents.

2. It Builds Communication Skills

It may sound counterintuitive to a concerned parent. However, research shows that children with nonspeaking autism may prefer other forms of communication.

With the help of an SLP you can determine which methods of communication your child prefers. They may rely on gestures, nodding or pointing.

Try to exaggerate your response to their efforts. For example, if your child points towards the dog. Extend your hand, and say “Dog”. Or, nod and say “yes” out loud when responding to your child’s request.

Always respond to your child’s gestures with spoken words. Point to an object before saying its name or interacting with it in front of your child.

3. It Teaches Alternative and Augmentative Forms Of Communication (AAC)

Children with nonspeaking autism may simply prefer other forms of communication. Your child may already be using the no-tech to low-tech options of Alternative and Augmentative Forms of Communication (AAC) like pointing, gesturing or drawing.

An SLP can teach them how to use other tech-powered options like using an app on an iPad or smartphone.

Some older children with nonspeaking autism benefit from learning the use of speech-generating devices on a computer.

When your child begins attending therapy, you will understand whether they may advance in their speech skills. In most cases, children with autism understand spoken language, but prefer to use other forms of language to communicate.

The target of speech therapy in such cases is to provide them with resources and teach them the skills necessary for communication.

4. Speech Therapy Can Boost the Understanding of Language

Although not very common, some children with nonspeaking ASD may have deficits in the understanding of spoken language .

Attending therapy sessions with an experienced speech therapist or SLP can help them expand their understanding of verbal communication.

Children on the spectrum often struggle with understanding the intention of the speaker. Studies show that speech therapy sessions can enable a child to understand the meaning behind facial expressions and determine the intention of an individual to some extent.

Therefore, speech therapy can boost their communication skills significantly.

What Lies Beyond Speech Therapy?

Since many, if not most individuals with nonspeaking autism spectrum disorder prefer not to use spoken language for communication, speech therapy may not benefit older children.

If your child is speaking a few words after attending speech therapy, that is a sign of improvement. As your SLP will say, speech therapy for autism takes time, especially in the case of someone with nonspeaking autism.

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Autism Speech Delay: Helping Child's Communication Development

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects communication, social interaction, and behavior. As a result, children with ASD often experience challenges in developing language and communication skills, including delayed speech.

Understanding Autism Speech Delay

Autism speech delay is a common challenge faced by individuals on the autism spectrum. It refers to a delay or difficulty in developing and using language and communication skills. This section aims to provide an understanding of what autism speech delay is and highlight the importance of early communication.

What is Autism Speech Delay?

Autism speech delay, also known as language delay, is characterized by a delay in the acquisition and use of spoken language. Children with autism spectrum disorder (ASD) may exhibit a range of speech and language difficulties, including delayed speech onset, limited vocabulary, difficulty forming sentences, and challenges in understanding and using non-literal language.

It's important to note that autism speech delay is not solely a delay in speech production. It also encompasses difficulties in language comprehension, social communication, and pragmatic language skills. These challenges can impact an individual's ability to engage in meaningful interactions and fully express their thoughts and emotions.

The Importance of Early Communication

Early communication skills lay the foundation for language development and social interaction. For children with autism, early intervention and support are crucial for addressing speech delay and promoting effective communication.

Studies have shown that early identification and intervention significantly improve outcomes for children with autism speech delay. By providing appropriate interventions at an early age, parents and professionals can help children develop essential communication skills and bridge the gap caused by speech delay.

Early communication interventions often involve a multidisciplinary approach, including speech therapy, occupational therapy, and behavioral interventions. These interventions focus on enhancing communication skills, fostering social interaction, and promoting functional language use.

Creating a communication-rich environment at home and in educational settings can also play a vital role in supporting language development. Encouraging and modeling effective communication strategies, providing visual supports, and incorporating structured routines can aid in the development of language skills.

By recognizing the significance of early communication and seeking appropriate interventions, parents and caregivers can empower individuals with autism speech delay to overcome communication challenges and reach their full potential.

Understanding the factors contributing to autism speech delay, the communication challenges faced by individuals on the autism spectrum, and the available interventions and strategies can guide parents and professionals in supporting and promoting language development in individuals with autism.

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Factors Contributing to Autism Speech Delay

Autism speech delay can be influenced by various factors, including neurological, genetic, and environmental factors. Understanding these factors can provide insights into the complex nature of speech delay in individuals with autism.

Neurological Factors

Neurological factors play a significant role in autism speech delay. The brain processes involved in speech and language development may differ in individuals with autism. Some neurological factors that contribute to speech delay in autism include:

‍ ‍ Differences in brain connectivity
Altered development of language areas in the brain
Impaired auditory processing
Difficulty in coordinating the muscles involved in speech production

These neurological differences can affect the acquisition and production of speech, leading to delays in language development.

Genetic Factors

Genetic factors also contribute to autism speech delay. Research suggests that there are certain genetic variations or mutations associated with autism spectrum disorder (ASD) that can impact speech and language development. Some genetic factors related to autism speech delay include:

‍ ‍ Genetic mutations affecting language-related genes
Copy number variations (CNVs)
Chromosomal abnormalities

These genetic variations can disrupt the normal development of language skills, leading to speech delay in individuals with autism.

Environmental Factors

Environmental factors can interact with genetic and neurological factors to influence speech delay in autism. Although the exact environmental factors contributing to autism speech delay are not fully understood, some potential factors include:

‍ ‍ Prenatal factors (e.g., maternal infections, exposure to toxins)
Birth complications
Early childhood experiences
Lack of exposure to language-rich environments

These environmental factors can impact brain development and affect the acquisition and development of speech and language skills.

Understanding the interplay between neurological, genetic, and environmental factors is crucial in comprehending the complex nature of autism speech delay.

It is important to note that each individual with autism is unique, and the specific factors contributing to their speech delay may vary. By recognizing and addressing these factors, appropriate interventions and support can be provided to help individuals with autism overcome speech challenges and enhance their communication abilities.

Communication Challenges in Autism

Autism is a complex developmental disorder that can present various challenges in communication. Individuals with autism may experience difficulties in verbal communication, non-verbal communication, and social communication. Understanding these challenges is crucial in order to provide appropriate support and intervention.

Verbal Communication

Verbal communication challenges are commonly observed in individuals with autism. These challenges may manifest in several ways, including:

Delayed speech development: Some individuals with autism may experience a delay in acquiring speech skills. They may start speaking later than their typically developing peers.
Limited vocabulary: People with autism may have a limited repertoire of words and struggle to express themselves using a wide range of vocabulary.
Echolalia: Echolalia refers to the repetition of words or phrases that are heard. It can be immediate (immediate echolalia) or delayed (delayed echolalia).

It's important to note that not all individuals with autism will experience the same level of verbal communication challenges. The severity can vary widely, ranging from mild difficulties to a complete lack of speech.

Non-Verbal Communication

Non-verbal communication plays a crucial role in human interaction, but individuals with autism often face challenges in this area. Some common non-verbal communication challenges include:

Limited eye contact: Eye contact is a fundamental aspect of non-verbal communication. Individuals with autism may have difficulty establishing and maintaining eye contact during conversations.
Unusual body language: People with autism may exhibit atypical body language, such as repetitive movements (stimming), unusual postures, or a lack of facial expressions.
Gestural difficulties: Gestures, such as pointing or waving, are important forms of non-verbal communication. Some individuals with autism may struggle with using and understanding gestures.

Understanding and interpreting non-verbal cues can be challenging for individuals with autism, which can impact their ability to effectively communicate and engage in social interactions.

Social Communication

Social communication involves the use of verbal and non-verbal cues to navigate social interactions. Individuals with autism often face difficulties in this area, which can affect their ability to initiate and maintain conversations, understand social norms, and establish meaningful relationships. Some challenges in social communication include:

Difficulty understanding social cues: Individuals with autism may struggle to interpret and respond to social cues, such as facial expressions, tone of voice, and body language.
Limited reciprocity: Reciprocity is an essential aspect of social communication. Some individuals with autism may have difficulties engaging in back-and-forth conversations and may struggle to take turns during interactions.
Challenges with abstract language: Abstract language, such as idioms, metaphors, and sarcasm, can be perplexing for individuals with autism. They may have a literal understanding of language, which can make it difficult to grasp the intended meaning.

Supporting individuals with autism in social communication involves providing strategies and interventions that help them navigate social situations, develop social skills, and foster meaningful connections with others.

Understanding the communication challenges in autism is an important step in providing appropriate support and intervention. By recognizing and addressing these challenges, individuals with autism can enhance their communication skills and improve their overall quality of life.

Assessing and Diagnosing Autism Speech Delay

When it comes to understanding and addressing autism speech delay, assessment and diagnosis play a crucial role. In this section, we will explore the process of assessing and diagnosing autism speech delay, including speech and language evaluation and the diagnostic criteria for autism spectrum disorder (ASD).

Speech and Language Evaluation

A comprehensive speech and language evaluation is an essential step in assessing autism speech delay. This evaluation is typically conducted by a speech-language pathologist (SLP) who specializes in working with individuals on the autism spectrum.

During the evaluation, the SLP will assess various aspects of speech and language development, including:

Expressive language skills: The ability to use words, phrases, and sentences to convey thoughts and ideas.
Receptive language skills: The ability to understand and comprehend spoken language.
Articulation and phonology: The clarity and accuracy of speech sounds.
Pragmatic language skills: The use of language in social contexts, including turn-taking, initiating and maintaining conversations, and understanding nonverbal cues.

The evaluation may involve standardized assessments, informal observations, and parent/caregiver interviews. The SLP will analyze the results of the evaluation to determine the individual's strengths, weaknesses, and specific areas of speech and language delay associated with autism.

Diagnostic Criteria for Autism Spectrum Disorder

Diagnosing autism speech delay involves considering the broader diagnostic criteria for autism spectrum disorder (ASD). The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), provides guidelines for diagnosing ASD.

To receive a diagnosis of ASD, an individual must meet specific criteria across two core domains: social communication and interaction, and restricted, repetitive patterns of behavior, interests, or activities. These criteria include:

Persistent deficits in social communication and social interaction, such as:
Challenges in social-emotional reciprocity.
Impairment in nonverbal communication behaviors.
Difficulties in developing and maintaining relationships.
Restricted, repetitive patterns of behavior, interests, or activities, such as:
Stereotyped or repetitive motor movements, speech, or use of objects.
Rigidity in routines or rituals.
Highly restricted interests with intense focus.

Additionally, the symptoms must be present in the early developmental period and result in significant impairments in daily functioning.

It's important to note that autism is a spectrum disorder, and individuals may exhibit a wide range of speech and communication abilities. Some individuals with autism may experience significant speech delay, while others may have age-appropriate language skills but struggle with social communication.

By conducting a thorough speech and language evaluation and considering the diagnostic criteria for ASD, professionals can assess and diagnose autism speech delay, allowing for appropriate intervention and support tailored to the individual's specific needs.

Intervention and Support for Autism Speech Delay

Addressing autism speech delay requires a comprehensive approach that focuses on enhancing communication skills and supporting language development.

Several intervention strategies and therapies can be beneficial in helping individuals with autism overcome speech delays. Some key interventions and support options include speech therapy, augmentative and alternative communication (AAC), and social skills training.

Speech Therapy

Speech therapy is a widely recognized and effective intervention for individuals with autism speech delay. Speech therapists, also known as speech-language pathologists (SLPs), work closely with individuals to improve their communication skills.

The specific goals of speech therapy may vary based on the individual's needs, but they often include improving speech articulation, expanding vocabulary, enhancing sentence formation, and developing conversational skills.

Speech therapy sessions typically involve a combination of individual and group activities, tailored to the individual's abilities and challenges. SLPs use various techniques and strategies such as visual supports, social stories, and modeling to facilitate language development.

The duration and frequency of speech therapy sessions can vary depending on the severity of the speech delay and the individual's progress.

Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) is a valuable approach for individuals who have significant difficulty with verbal speech. AAC systems provide alternative ways to express thoughts, needs, and desires.

These systems can range from low-tech options, such as picture exchange communication systems (PECS), to high-tech devices with voice output.

AAC interventions are tailored to the individual's unique needs and abilities. They can help individuals with autism develop their communication skills, increase their independence, and reduce frustration related to speech difficulties.

AAC interventions are often implemented in collaboration with speech-language pathologists and other professionals trained in AAC.

Social Skills Training

Social skills training plays a crucial role in supporting individuals with autism speech delay in developing effective communication and interaction skills. Social skills training programs focus on teaching appropriate social behaviors, understanding social cues, initiating and maintaining conversations, and building relationships.

These programs are typically conducted in a group setting, allowing individuals to practice social skills in a supportive environment. Trained professionals guide participants through structured activities, role-playing scenarios, and social games to improve their social communication abilities.

By participating in social skills training, individuals with autism can enhance their social interactions, develop friendships, and improve overall communication skills.

Intervention and support options such as speech therapy, AAC, and social skills training provide valuable resources for individuals with autism speech delay.

It's important to work closely with professionals experienced in autism interventions to design an individualized plan that meets the specific needs of each person. Consistency, patience, and ongoing support are key factors in helping individuals with autism overcome speech delays and reach their full communication potential.

Strategies for Supporting Language Development

Supporting language development in individuals with autism speech delay requires a multi-faceted approach that addresses their unique needs. In this section, we will explore three key strategies for promoting language development in individuals with autism speech delay: early intervention, creating a communication-friendly environment, and collaborating with professionals.

Early Intervention

Early intervention plays a crucial role in addressing autism speech delay. The earlier intervention begins, the better the chances for improving communication skills. Early intervention programs tailored to the individual's specific needs can include speech therapy, occupational therapy, and applied behavior analysis (ABA).

By identifying and addressing speech delays at an early stage, children with autism can receive the necessary support to develop their communication skills. Early intervention programs typically involve a combination of individualized therapy, structured play, and targeted activities to enhance speech and language abilities.

Creating a Communication-Friendly Environment

Creating a communication-friendly environment is essential for individuals with autism speech delay. This involves making adjustments to the physical and social environment to facilitate effective communication. Here are some strategies to consider:

Visual Supports : Visual aids such as visual schedules, social stories, and picture cards can assist individuals with autism in understanding and following instructions.
Structured Communication : Implementing structured communication techniques, such as using visual prompts or visual cues, can help individuals with autism understand and express themselves more effectively.
Reducing Sensory Overload : Minimizing environmental distractions and sensory overload can create a calmer and more focused environment for communication. This can involve reducing background noise, providing a quiet space, or using noise-cancelling headphones if needed.

Collaborating with Professionals

Collaborating with professionals who specialize in autism and speech delay is vital for developing effective strategies and interventions. These professionals may include speech-language pathologists, occupational therapists, behavioral therapists, and psychologists.

They can provide valuable insights, assessment, and guidance on how to support language development in individuals with autism.

Collaborating with professionals involves regular communication, sharing observations, and working together to create an individualized plan that addresses the specific needs of the individual. They can provide strategies and techniques tailored to the individual's abilities and challenges, ensuring a comprehensive approach to language development.

By implementing early intervention, creating a communication-friendly environment, and collaborating with professionals, parents and caregivers can play a crucial role in supporting language development in individuals with autism speech delay.

It's important to remember that each individual is unique, and the strategies used should be personalized to their specific needs. With patience, consistency, and the right support, individuals with autism can make significant progress in their speech and language skills.

Autism speech delay is a common communication difficulty experienced by children with ASD. It can be challenging for both the child and their family, but with early intervention and support, children with autism speech delay can make progress in their communication development.

If you suspect that your child may be experiencing autism speech delay, it's important to seek support from a healthcare professional or speech-language pathologist. By working together, you can help your child develop the communication skills they need to thrive.

https://www.verywellhealth.com/is-late-speech-a-sign-of-autism
https://connectedspeechpathology.com/speech-delay-vs-autism
https://www.autismparentingmagazine.com/speech-delay-vs-autism/
https://www.eccm.org/the-difference-between-speech-delays-and-autism

Steven Zauderer

CEO of CrossRiverTherapy - a national ABA therapy company based in the USA.

How to Communicate with a Non-Verbal Child

12-1-22 - Pediatrics

What can cause a child to be non-verbal?

Communicating with a child who is non-verbal or non-speaking can be challenging. There are several reasons that a child may be non-verbal, including autism, cerebral palsy, dyspraxia, selective mutism, and learning difficulties. Those who are non-verbal have equal communication needs, and those needs can be met in several different ways. There are also different methods and ways a nonverbal child can learn communication skills and even social skills . Let’s take a look at the common questions surrounding non-verbal children and some methods of how to communicate with a non-verbal child .

Can a non-verbal child become verbal?

A non-verbal child may or may not become verbal. While there is no clear-cut answer to this question, examining the reasons they may be non-verbal can help to indicate whether they will use words or not. A diagnosis of a disorder by a professional may indicate a cause for being non-verbal. For example, a child diagnosed with childhood apraxia of speech (CAS), which affects specific brain pathways, has difficulty formulating and speaking the words that they want to say. With skilled speech therapy services, a child diagnosed with CAS will typically communicate verbally.

In other instances, a non-verbal child may receive support to use other modes of communication when a therapeutic evaluation indicates that alternative communication may be best to help them succeed. Some children may respond more positively to forms of nonverbal communication. For example, a child who is non-verbal may use a speech-generating device, a form of augmentative and alternative communication (AAC), or supplement spoken language with gestural sign language.

Augmentative and Alternative Communication (AAC)

Augmentative and alternative communication (AAC) is a term used to describe methods used to communicate non-verbally and promote language development. These methods work in two ways: augmentative communication means to add to someone’s speech, while alternative means to be used instead of speech. AAC is often used in speech therapy for kids to promote communication for individuals of all ages and abilities. Alternate modes of communication can be classified as low-tech or no-tech and high-tech AAC.

Low-Tech or No-Tech AAC:

Low-tech or no-tech AAC is used for communication without technology. These methods do not require screens or advanced technology to use. They include:

A gesture and facial expression
Spelling words by pointing to letters
Pointing to photos, pictures, or written words

A social interaction using nonverbal behavior , during playtime perhaps, can also be a great communication strategy to practice with a nonverbal child .

High-Tech AAC:

High-tech AAC uses technology to facilitate communication. These use devices such as an iPad or a tablet with customized or pre-loaded words and phrases that the user can activate to communicate with others.

Using a computer with a “voice” (speech-generating device)
Using an app on an iPad or tablet

How do you know if a child is non-verbal?

Non-verbal does not equal non-communicating. A child who is non-verbal does not use any spoken language to communicate. However, this does not mean they do not communicate using other means. A child who is non-verbal may vocalize different sounds in response to people or situations. A child who is non-verbal may not vocalize at all but rather use signs, gestures, or augmentative and alternative communication methods. They may use facial expressions, body language, gestures, and eye contact to communicate with others. A child who is non-verbal may use these alternative methods to communicate in place of, or in addition to, speaking verbally. It is important to seek a professional evaluation with a licensed speech-language pathologist to determine a child’s true abilities and needs.

Speech Therapy & Non-Verbal Children

Speech therapy can be a vital component in the communicative success of a child who is non-verbal. Speech-language pathologists (SLPs) are trained professionals who have the tools, techniques, and skills to help children communicate effectively. Speech therapists can introduce a wide variety of ways to communicate. As an expert in speech, language, and communication, a speech therapist can work with families to determine the best fit for a child. Communication is not one size fits all, and each child and family will be different in their preferences. A skilled speech-language pathologist will evaluate your child and provide intervention to meet their unique needs.

Click here to find a location near you.

Article By: Charlotte Spiro, M.A., CF-SLP

Charlotte began her Speech Therapy career in 2022. Charlotte has a passion for working with the pediatric population. Charlotte enjoys working with children of all abilities to communicate and reach milestones while playing, learning and growing. She strives to help all children find meaningful and effective speech and language. Charlotte currently treats patients at Little Steps Pediatric Therapy in Glenview, IL.

The medical information contained herein is provided as an information resource only, and does not substitute professional medical advice or consultation with healthcare professionals. This information is not intended to be patient education, does not create any patient-provider relationship, and should not be used as a substitute for professional diagnosis, treatment or medical advice. Please consult with your healthcare provider before making any healthcare decisions or for guidance about a specific medical condition. If you think you have a medical emergency, call your doctor or 911 immediately. IvyRehab Network, Inc. disclaims any and all responsibility, and shall have no liability, for any damages, loss, injury or liability whatsoever suffered as a result of your reliance on the information contained herein.

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10+ Best Wordless Videos for Speech Therapy: Animated Shorts

10+ of the best wordless videos for speech therapy and language development. We’ve compiled a list of all of our favorite animated shorts in this quick post!

Animated shorts are entertaining for kids of all ages and also incorporate some (sneaky) language-based concepts. These wordless videos are great as a therapy material... "Even without any speech?” Of course!

Wordless videos provide opportunities for spontaneous commenting, problem solving, and emotional inferencing (just to name a few). Since we use them so frequently in therapy, we decided to compile a list of 12 of our personal favorites.

“But I want to know how I can apply them in speech therapy!” We’ve got you covered there too! Check out our post from back in February discussing specific ways to use wordless videos in speech therapy to target specific language concepts.

Best Wordless Videos for Speech Therapy

Mouse for Sale

Snack Attack

Sweet Cocoon

Ormie the Pig

Carrot Crazy

For the Birds

The Egyptian Pyramids

Trouble in Paradise

La Petite Cordonnier (The Small Shoemaker)

Comment below to tell us your favorite wordless video!

Looking for more resources?

Never run out of entertaining wordless videos and animated shorts.

Wordless Videos #1
Wordless Videos #2 (Best of April 2020)
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We can help you save time while writing quality speech and language goals!

We have numerous goal packets that are great for individuals of all ages.

Our comprehensive goal banks for school-aged language, AAC, Early Intervention & preschool, and fluency are available on our site or Teachers Pay Teachers store !

Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.

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15 Therapy Activities to Engage Non-Verbal Children

Working with non-verbal children can present a unique set of challenges. It is not uncommon for Speech-Language Pathologists, Occupational Therapists, and Special Education Teachers to encounter non-verbal children in their therapy jobs. Therapists’ resources are often limited in the variety of activities to engage this audience. However, speech therapists can maximize learning moments for their students by utilizing a variety of effective tools and resources. Luckily, there are several activities you can incorporate into your therapy job – here are 15 of the best!

1. Routines Boards – Use visual boards with single-step actions to help clients learn common routines. You can create a board for brushing teeth which includes Get Toothbrush, Wet Toothbrush under Faucet, Apply a Small Amount of Toothpaste, Brush Front of Teeth, Brush Back of Teeth, Brush Sides of Teeth, etc. Include as much or as little detail as the individual client needs to complete the task. Other visual boards might include Packing Backpack for School, Doing Homework, and Cleaning Up After Dinner.

2. Red Light, Green Light – Non-verbal children often struggle with basic commands. Use games like Red Light, Green Light to encourage them to follow directions in a way that can be carried over to the home environment. Use rewards for positive responses. To play Red Light, Green Light, line the children up in a straight line. Explain to them that, when you say Green Light, the children move forward. When you say Red Light, the children must stop. The terms “Red Light” and “Green Light” can then be used for other actions as one of their basic commands.

3. Practice Sharing – Play is an important activity for non-verbal children, and school-based therapists can facilitate this activity by practicing sharing. While the child is engaged in play with an object such as a toy car or tea set, occasionally take the toy from them. Then help the child learn ways to communicate that they want the toy back. This may be through the use of sign language or body language.

4. Daily Journals – Even non-verbal children have something to say, and journaling can be a valuable tool that school-based therapists can incorporate. Journals can be written or provide pictures and illustrations for children who cannot write. Use writing prompts to stimulate ideas. Prompts might include Favorite Foods, I Feel ____ When ____, My Best Friend Is ____.

5. See and Say – For younger children, animal sounds are a great way to introduce verbal communication. Use toys such as “See and Say” to help children identify animals by their sounds and begin to verbalize those sounds. Simple animal toys can also be used to facilitate this activity.

6. Modeling – The students take turns modeling the emotion shown in the picture using pictures of emotions such as sad, happy, angry, and hurt. This helps non-verbal children recognize emotions in others and learn how to display those emotions so that children can be recognized as expressing them .

7. Hide and Seek – Using a toy or other reward, a therapist’s job is to hide an object in the room and encourage the student to use functional communication to locate the toy or reward. Sign Language, PECs, or body language can be used to seek answers to the object’s location.

8. Sensory Bags – Sensory bags are a great way to help non-verbal children develop coordination, learn concentration, and use multiple senses while exploring their environment. Sensory bags can be made with various materials, including rice, flour and water, and even hair gel. Create bags that allow children to draw or search for treasures.

9. Playing House – Role play games can be an excellent way to help younger students learn words for common household items or social interactions. Other ideas for role play include restaurant, school, or store.

10. The Name Game – Non-verbal children often struggle with recognition of their own names. Speech and language therapists can play the Name Game to help them identify with the sound of their own name and respond appropriately. Play this game in small groups of 3 or 4 students calling out names at random, including the names of the students present. Whenever a student’s name is used, have the other students point to that student and have the student whose name was called, stand up. When the student stands, provide a small reward such as a sticker or a small piece of candy.

11. Textures and Feelings – While non-verbal children struggle to communicate with the spoken word, they do not lack a sense of touch, and certainly have a full range of emotions. School-based therapists can put together a box of materials with different textures to help identify emotions that “feel” like the textures they are touching. Sand paper might be frustration, while cotton balls might be love. Use pictures or word queue cards with emotions.

12. Build a Sandwich – Therapists can help non-verbal children learn steps and details through the use of pretend assembly play. Using materials to create the ingredients for peanut butter and jelly sandwiches or S’mores is a fun way to teach students the importance of steps and how to navigate directions.

13. Face Puzzles – Use Face Puzzles to allow children to show what emotions they may be feeling or help them identify what emotions would be appropriate in various settings.

14. Experience Books – When a child goes on a field trip or has a unique experience, that activity can be utilized as an ongoing teaching tool through the use of Experience Books. During the field trip, take lots of pictures of the things the child sees and does. Then print those pictures out with short sentences that help to recall and describe the experience. Picture books can help children identify objects and emotions they may not experience daily but can recall and are familiar with.

15. Same and Different – Sorting, matching, and classifying are the beginning steps to communication, whether verbal or non-verbal. Playing activities like Same and Different allows the therapist to integrate these skills with more advanced levels of communication. Same and Different activities come in the form of worksheets, card sets, and even iPad apps.

In addition to these, there are a variety of websites that offer online speech therapy activities, including Owlie Boo , Mommy Speech Therapy , and Tiny Tap .

Whether teaching children the beginning stages of becoming verbal or working with students who cannot become verbal, we hope these activities help to expand your list of tools and make your therapy job easier!

Get apps and activities delivered to your inbox monthly: https://txsource.com/newsletter

Looking for a therapy job? Check out our current openings: https://jobs.txsource.com

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Non Verbal Communication

When we talk about ‘communication’, we often mean ‘what we say’: the words that we use. However, interpersonal communication is much more than the explicit meaning of words, and the information or message that they convey. It also includes implicit messages, whether intentional or not, which are expressed through non-verbal behaviours.

Non-verbal communication includes facial expressions, the tone and pitch of the voice, gestures displayed through body language (kinesics) and the physical distance between the communicators (proxemics).

These non-verbal signals can give clues and additional information and meaning over and above spoken (verbal) communication. Indeed, some estimates suggest that around 70 to 80% of communication is non-verbal!

Using Non-Verbal Communication

Non-verbal communication helps people to:.

Reinforce or modify what is said in words.

Convey information about their emotional state.

Your facial expression, your tone of voice, and your body language can often tell people exactly how you feel, even if you have hardly said a word. Consider how often you have said to someone,

“Are you OK? You look a bit down.”

Define or reinforce the relationship between people.

Provide feedback to the other person.

Regulate the flow of communication

Learning the Language

Many popular books on non-verbal communication present the topic as if it were a language that can be learned, the implication being that if the meaning of every nod, eye movement, and gesture were known, the real feelings and intentions of a person would be understood.

This, of course, is absolutely true.

Unfortunately interpreting non-verbal communication is not that simple.

Non-verbal communication may also be both conscious and unconscious. Facial expressions are particularly hard to control, because we cannot see ourselves to know what we are doing. We may, therefore complicate communication by trying to convey one message consciously, while in fact conveying quite another unconsciously.

Interpersonal communication is further complicated because it is usually not possible to interpret a gesture or expression accurately on its own . Non-verbal communication consists of a complete package of expressions, hand and eye movements, postures, and gestures which should be interpreted along with speech.

Non-Verbal Communication in Writing

Over the years, many people have argued that written words also contain non-verbal communication. Your handwriting can give clues about how you were feeling when you wrote a note, for example, and nowadays, your choice of font and colour also says something about you.

However, it is now generally agreed that these forms of non-verbal communication are pretty unreliable indicators of character. They convey far less information than the non-verbal communication that is part of face-to-face interactions.

The Cultural Context

The good news is that most of us learn to interpret non-verbal communication as we grow up and develop. It is a normal part of how we communicate with other people, and most of us both use it and interpret it quite unconsciously.

This can make it harder to interpret consciously. However, if you stop thinking about it, you will probably find that you have a very good idea of what someone meant.

The bad news is that non-verbal communication can be very culture-specific.

Examples of culture-specific non-verbal communication

The popular stereotype of Italians, involving big gestures, lots of hand-waving, and plenty of loud and excited shouting, may be a stereotype, but it exists for a reason. In the Italian culture, excitement is shown a lot more obviously than in the UK, for example. Non-verbal communication tends to be a lot more obvious. This can make it much harder for Italians to interpret non-verbal communication in the UK or USA, where it is more subtle. However, even in Italy, there are geographical variations.
The thumbs-up gesture, which generally signals approval in English-speaking countries, is considered offensive in other countries, including apparently Greece, Italy and some parts of the Middle East.

Making an OK gesture with thumb and forefinger.

It is essential to remember that non-verbal cues can be as important, or in some cases even more important, than what we say.

Non-verbal communication can have a great impact on the listener and the outcome of the communication.

People tend to have much less conscious control over their non-verbal messages than of what they’re actually saying.

This is partly because non-verbal communication is much more emotional in nature, and therefore much more instinctive.

If there is a mismatch between the two, therefore, you should probably trust the non-verbal messages, rather than the words used.

A lack of non-verbal message may also be a signal of sorts, suggesting that the speaker is carefully controlling their body language, and may be trying to hide their true emotions.

Types of Non-Verbal Communication

There are many different types of non-verbal communication. They include:

Body movements (kinesics), for example, hand gestures or nodding or shaking the head, which are often the easiest element of non-verbal communication to control;
Posture , or how you stand or sit, whether your arms are crossed, and so on;
Eye contact , where the amount of eye contact often determines the level of trust and trustworthiness;
Para-language , or aspects of the voice apart from speech, such as pitch, tone, and speed of speaking;
Closeness or personal space (proxemics) , which determines the level of intimacy, and which varies very much by culture;
Facial expressions , including smiling, frowning and blinking, which are very hard to control consciously. Interestingly, the broad facial expressions that show strong emotions, such as fear, anger, and happiness, are the same throughout the world; and
Physiological changes , for example, you may sweat or blink more when you are nervous, and your heart rate is also likely to increase. These are almost impossible to control consciously and are therefore a very important indicator of mental state.

In Conclusion…

Non-verbal communication is an extremely complex yet integral part of overall communication skills. However, people are often totally unaware of their non-verbal behaviour.

A basic awareness of non-verbal communication strategies, over and above what is actually said, can help to improve interaction with others. Knowledge of these signs can be used to encourage people to talk about their concerns and can lead to a greater shared understanding, which is, after all, the purpose of communication.

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Nonverbal Autism: Unlocking Communication

Explore the rich tapestry of alternative expressions, from gestures to visual aids, in a journey that celebrates individuality. Join us in understanding and embracing the distinctive ways individuals with nonverbal autism connect with the world, highlighting the importance of patience, empathy, and the beauty found in diverse modes of expression.

Understanding Nonverbal Autism

When it comes to autism, it's important to recognize that not all individuals on the spectrum have the same communication abilities. Nonverbal autism refers to a subtype of autism where individuals experience significant challenges in verbal communication. In this section, we will explore what nonverbal autism is, the challenges faced by individuals with this condition, and the importance of nonverbal communication for them.

What is Nonverbal Autism?

Nonverbal autism is a condition where individuals on the autism spectrum have limited or no functional speech. It is characterized by a significant delay or absence of spoken language development. While some individuals with nonverbal autism may have some form of communication, such as using single words or phrases, their ability to effectively express themselves using speech is severely impaired.

Nonverbal autism is not indicative of a lack of intelligence or understanding. Many individuals with nonverbal autism have intact cognitive abilities and can comprehend language and complex concepts. The challenge lies in their ability to express themselves verbally.

Challenges Faced by Individuals with Nonverbal Autism

Individuals with nonverbal autism face various challenges when it comes to communication. These challenges can impact their ability to express their needs, desires, thoughts, and emotions effectively. Some common challenges faced by individuals with nonverbal autism include:

Limited or absent speech : The hallmark of nonverbal autism is the significant delay or absence of functional speech. This can make it difficult for individuals to communicate their thoughts, feelings, and needs verbally.
Limited or repetitive gestures : In the absence of functional speech, individuals with nonverbal autism may rely on gestures to communicate. However, these gestures may be limited in scope or repetitive in nature, making it challenging to convey complex messages.
Difficulty with eye contact and facial expressions : Nonverbal communication involves more than just speech. It also includes the use of eye contact, facial expressions, and body language to convey meaning. Individuals with nonverbal autism may struggle with maintaining eye contact or interpreting facial expressions, which can hinder their ability to understand and respond to social cues.

Importance of Nonverbal Communication

While verbal communication is a fundamental aspect of human interaction, nonverbal communication plays an equally important role, especially for individuals with nonverbal autism. Nonverbal communication encompasses facial expressions, body language, gestures, and tone of voice. It allows individuals to express emotions, establish social connections, and understand the intentions of others.

For individuals with nonverbal autism, nonverbal communication can be their primary mode of expressing themselves and connecting with the world. It's crucial for caregivers, educators, and therapists to recognize and support the development of nonverbal communication skills for individuals with nonverbal autism. This may involve implementing alternative communication strategies, such as augmentative and alternative communication (AAC) systems, visual supports, and social stories.

Understanding and valuing the significance of nonverbal communication is essential for creating an inclusive and supportive environment for individuals with nonverbal autism. By embracing and accommodating different forms of communication, we can empower individuals with nonverbal autism to effectively express themselves and actively participate in social interactions.

Recognizing Signs of Nonverbal Autism

Recognizing the signs of nonverbal autism is crucial for early detection and intervention. While each individual with autism is unique, there are certain common signs and behaviors that may indicate nonverbal autism. In this section, we will explore three key signs to look out for: delayed or absent speech development, limited or repetitive gestures, and difficulty with eye contact and facial expressions.

Delayed or Absent Speech Development

One of the hallmark signs of nonverbal autism is delayed or absent speech development. Children with nonverbal autism may have difficulty acquiring and using spoken language. They may exhibit delays in babbling, speaking single words, or forming sentences. Some individuals with nonverbal autism may never develop spoken language at all.

The absence of spoken language does not imply a lack of communication ability. Individuals with nonverbal autism often find alternative ways to express themselves, such as through gestures, pictures, or assistive communication devices. Speech therapy and alternative communication methods can play a crucial role in supporting individuals with nonverbal autism.

Limited or Repetitive Gestures

Another sign of nonverbal autism is limited or repetitive gestures. Individuals with nonverbal autism may rely on a small set of gestures or use repetitive movements to communicate their needs or desires. These gestures can include pointing, grabbing, or pulling to indicate objects or actions. Limited or repetitive gestures can serve as a means of communication when spoken language is challenging.

Understanding and interpreting these gestures is crucial for caregivers and professionals working with individuals with nonverbal autism. By recognizing and responding to these gestures, caregivers can effectively meet the needs of individuals with nonverbal autism.

Difficulty with Eye Contact and Facial Expressions

Individuals with nonverbal autism often struggle with maintaining eye contact and interpreting facial expressions. They may have difficulty understanding nonverbal cues and the social nuances of eye contact and facial expressions. This can make it challenging for them to engage in social interactions and accurately interpret the emotions of others.

Caregivers and professionals can support individuals with nonverbal autism by using alternative methods of communication that rely less on eye contact and facial expressions. Visual supports, such as social stories and visual schedules, can provide individuals with nonverbal autism with clear and concrete information about social situations.

Recognizing these signs of nonverbal autism is the first step towards obtaining a diagnosis and accessing appropriate support and intervention. If you suspect that someone may have nonverbal autism, it is important to seek an evaluation by a qualified professional. Early diagnosis and intervention can make a significant difference in the lives of individuals with nonverbal autism.

The Diagnostic Process

Diagnosing nonverbal autism requires a comprehensive evaluation by a multidisciplinary team of professionals. This process involves observations and assessments, as well as the use of communication assessment tools. Let's explore each step in more detail.

Evaluation by a Multidisciplinary Team

A thorough evaluation for nonverbal autism typically involves a team of specialists, which may include psychologists, speech-language pathologists, occupational therapists, and developmental pediatricians, among others. This multidisciplinary approach ensures a comprehensive assessment that considers various aspects of an individual's development and communication skills.

Each professional in the team brings a unique perspective and expertise, contributing to a well-rounded evaluation. They work together to gather information about the individual's communication abilities, social interactions, sensory processing, and overall developmental milestones.

Observations and Assessments

During the diagnostic process, professionals closely observe the individual's behaviors, interactions, and responses to different stimuli. They pay attention to various aspects, such as delayed or absent speech development, limited or repetitive gestures, and difficulty with eye contact and facial expressions. These observations help professionals identify patterns and behaviors consistent with nonverbal autism.

In addition to observations, professionals may conduct standardized assessments and tests to further assess the individual's communication abilities and overall development. These assessments may include language assessments, cognitive assessments, and evaluations of social skills. The results of these assessments provide valuable information about the individual's strengths, challenges, and areas of need.

Communication Assessment Tools

Communication assessment tools are an essential part of the diagnostic process for nonverbal autism. These tools help professionals gather objective data and measure an individual's communication skills across various domains. They provide valuable insights into an individual's nonverbal communication abilities, receptive and expressive language skills, and use of alternative forms of communication.

Some commonly used communication assessment tools include the Autism Diagnostic Observation Schedule (ADOS) and the Vineland Adaptive Behavior Scales. These tools help professionals assess and quantify an individual's communication skills, providing a standardized measure for diagnosis and treatment planning.

By utilizing a comprehensive evaluation process that involves a multidisciplinary team, observations, and communication assessment tools, professionals can accurately diagnose nonverbal autism. This diagnosis serves as a crucial foundation for developing appropriate interventions and support strategies to help individuals with nonverbal autism thrive.

Communication Strategies for Nonverbal Autism

When it comes to supporting individuals with nonverbal autism, effective communication strategies play a crucial role in promoting understanding and fostering connection. Here are three key strategies that can aid in communication for individuals with nonverbal autism: Augmentative and Alternative Communication (AAC), Visual Supports and Social Stories, and Sensory Integration Therapy.

Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) refers to a range of methods and tools that help individuals with nonverbal autism express themselves and communicate their needs, thoughts, and emotions. AAC can include both low-tech and high-tech solutions, such as picture exchange systems, communication boards, speech-generating devices, and apps.

By utilizing AAC, individuals with nonverbal autism can overcome challenges related to speech and language, allowing them to effectively engage with others and participate in various social situations. AAC systems can be tailored to meet the individual's specific communication needs, promoting independence and reducing frustration.

Visual Supports and Social Stories

Visual supports and social stories are effective tools for individuals with nonverbal autism to enhance their understanding and participation in daily activities and social interactions. Visual supports can include visual schedules, visual cues, and visual aids that provide visual representations of concepts, steps, or routines. These visual supports help individuals with nonverbal autism in comprehending and following instructions, improving their communication and independence.

Social stories, on the other hand, are personalized narratives that describe specific social situations or events in a structured and visual manner. They help individuals with nonverbal autism understand social expectations, navigate social interactions, and develop appropriate responses. Social stories provide guidance and promote predictability, allowing individuals to feel more comfortable and confident in social settings.

Sensory Integration Therapy

Sensory integration therapy focuses on addressing sensory processing difficulties commonly associated with nonverbal autism. Many individuals with nonverbal autism experience challenges in processing and responding to sensory stimuli, which can affect their communication and overall well-being. Sensory integration therapy aims to help individuals better regulate their responses to sensory input, improving their ability to engage and communicate effectively.

This therapy involves engaging individuals in various sensory activities and exercises to help them understand and modulate their responses to sensory stimuli. By addressing sensory sensitivities and promoting self-regulation, sensory integration therapy can positively impact communication skills and reduce anxiety or discomfort related to sensory experiences.

Implementing these communication strategies can greatly enhance the quality of life for individuals with nonverbal autism. It is important to consider each individual's unique needs and preferences when selecting and implementing these strategies. Working closely with professionals and therapists who specialize in nonverbal autism can provide valuable guidance and support throughout the journey.

Supporting Individuals with Nonverbal Autism

When it comes to supporting individuals with nonverbal autism, it is crucial to implement strategies and interventions that cater to their unique needs. Here are some important approaches that can make a positive impact:

Individualized Education Plans (IEPs)

Individualized Education Plans (IEPs) are essential for individuals with nonverbal autism. These plans are tailored to address the specific strengths, challenges, and learning goals of each individual. IEPs involve collaboration between educators, therapists, and caregivers to create a comprehensive and personalized educational program.

By focusing on the individual's strengths and providing targeted support, IEPs can help improve communication skills, social interactions, and academic progress. These plans may include specialized teaching techniques, accommodations, and modifications to ensure a supportive learning environment.

Speech and Occupational Therapy

Speech and occupational therapy play a crucial role in supporting individuals with nonverbal autism. Speech therapy aims to improve communication skills by targeting speech production, language development, and alternative communication methods such as sign language or augmentative and alternative communication (AAC) devices. Therapists work closely with individuals to enhance their ability to express themselves and understand others.

Occupational therapy focuses on enhancing daily living skills, fine motor skills, sensory integration, and overall independence. It helps individuals with nonverbal autism develop the necessary skills to engage in activities such as self-care, play, and social interactions.

Tailoring Support to Individual Needs

Support for individuals with nonverbal autism should always be tailored to their unique needs. Each person with nonverbal autism is different, and what works for one individual may not work for another. It is essential to understand and respect their preferences, strengths, and sensory sensitivities.

One effective approach is to incorporate visual supports and schedules into their daily routines. Visual supports, such as visual schedules, social stories, and visual cues, can help individuals understand expectations, reduce anxiety, and enhance their understanding of social situations. Sensory integration therapy can also be beneficial, as it focuses on addressing sensory sensitivities and promoting self-regulation.

By providing individualized support and interventions, individuals with nonverbal autism can thrive and reach their full potential. It is important to consult with professionals, such as therapists and educators, to develop a comprehensive plan that suits the unique needs of each individual.

Nonverbal autism is a unique and diverse aspect of the spectrum, where individuals may communicate and express themselves without traditional spoken language. This form of autism highlights the richness of alternative means of communication, such as gestures, visual aids, or technology.

Understanding and embracing nonverbal autism involves recognizing the individual's unique ways of connecting with the world. It's a journey that emphasizes the importance of empathy, patience, and a deeper appreciation for the varied forms of expression within the autism spectrum.

https://www.verywellhealth.com/what-is-nonverbal-autism
https://www.healthline.com/health/autism/nonverbal-autism
https://psychcentral.com/autism/autism-nonverbal

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COMMENTS

Total Communication Approach
Prelinguistic or non-verbal communication is a rich form of communication that is the basis for symbolic and efficient communication development. Ensuring that non-verbal children are being understood increases their likelihood of success and reduces any frustrations that may arise from not being able to communicate. ... NAPA Speech Therapy ...
Speech Therapy for Non-Verbal Children: Building Functional
Speech Therapy for Non-Verbal Children: Building Functional Communication - Speech And Language Kids. Learn how to help a child who isn't speaking yet. Practical ideas for improving functional communication during speech therapy sessions and at home.
Functional Communication: Goals and Speech Therapy Ideas
What is Functional Communication? Functional communication refers to the most basic of communication skills. This type of communication gets one's basic wants and needs known, such as "I want that", "I am hurt", or "I need to use the bathroom". These are not complex
Components of Social Communication
Social communication encompasses social interaction, social cognition, pragmatics, and language processing. Variations for societal norms exist across and within cultures. Analysis of social communication considers the norms that are relevant to an individual in their communication environment (s) as opposed to imposing a singular set of ...
Your Non-verbal Child: Understand and Help Them Talk
Having a non-verbal child isn't easy. Even knowing what a child's communication development stages are is a lot of work. Not to mention learning to understand nonverbal communication, speech therapy goals, or even what it means to have effective communication with your child, your non-verbal child.
How to Read Nonverbal Communication Cues: 5 Techniques
Being present. Staying present and remaining self-aware are crucial for reading clients' nonverbal communication cues. Meditation and mindfulness can help, as can practicing and reflecting on observation skills. Learn to be in the room with your thoughts, with your awareness focused on the client.
Nonverbal Communication Skills: 19 Theories & Findings
These clusters may cross over and include a variety of nonverbal categories, summarized below. 1. Kinesics. Kinesics is the study of how we move our body, specifically the head, hands, body, and arms (Jones, 2013). This includes sending messages through facial expressions, gestures, eye contact, and posture.
PDF Conversations Without Words: Using Nonverbal Communication toImprove
Certain nonverbal cues convey warmth, approach, and interest: Nodding, smiling, direct gaze, forward lean, closer and more direct interaction, expressive voice, touch. These promote good relationships, the perception of being liked, attended to, cared for—also they lead to reciprocal behavior in patient, promote learning, reduce anxiety.
9 Types of Nonverbal Communication
Strengthening relationships: Nonverbal communication fosters closeness and intimacy in interpersonal relationships.; Substituting for spoken words: Signaling information that a person might not be able to say aloud.This can be helpful in situations where a person might not be heard (such as a noisy workplace) or in therapy situations where a mental health professional can look at nonverbal ...
Augmentative and Alternative Communication (AAC)
People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk. There are a lot of different types ...
Nonverbal Communication and Body Language
Body language is the use of physical behavior, expressions, and mannerisms to communicate nonverbally, often done instinctively rather than consciously. Whether you're aware of it or not, when you interact with others, you're continuously giving and receiving wordless signals. All of your nonverbal behaviors—the gestures you make, your ...
Therapeutic Approaches for Non-Verbal Clients
Non-verbal communication is the "act of conveying information without the use of words.". Types of Non-Verbal Communication and Tips to Apply Them in Therapy. Body Language. Client: Even with verbal clients, body language can tell quite a bit. Pay attention to how your client is moving or positioning themselves to try and interpret their ...
Non-Verbal Communication
For more information about increasing communication skills for people who don't use spoken language, contact us: In Sioux Falls, 605-444-9700. In Rapid City, 605-791-7400. Learn more about our therapy services here. -Carrie Vermeer M.A., CCC-SLP, LifeScape. At LifeScape, all people are valued and respected. Through our wide variety of ...
Understanding IEP Goals for Nonverbal Communication: A Comprehensive
The purpose of IEP goals is to provide a roadmap for educators, therapists, and parents to support the student's educational and developmental needs. In the context of nonverbal communication, IEP goals focus on improving the individual's ability to understand and use nonverbal cues effectively. These goals are tailored to the student's ...
Non verbal therapy techniques
Non verbal therapy techniques. Below you will find some strategies that are most effective in fostering communication with a non-verbal child: Nonverbal Communication is a bridge to language development. While speaking is the goal for many parents, many children can find equally effective ways to communicate non-verbally.
Nonverbal Communication and Tone of Voice
Tone of Voice-Identify and Practice. Tone of voice is such an important nonverbal communication skill as people tend to believe the emotion we communicate in our tone more than they believe our body language! Misinterpeting tone of voice is also at the root of many miscommunications. One way you can introduce the concept of tone of voice is ...
Nonverbal Autism: How Can Speech Therapy Help
4. Speech Therapy Can Boost the Understanding of Language. Although not very common, some children with nonspeaking ASD may have deficits in the understanding of spoken language. Attending therapy sessions with an experienced speech therapist or SLP can help them expand their understanding of verbal communication.
Autism Speech Delay: Helping Child's Communication Development
The severity can vary widely, ranging from mild difficulties to a complete lack of speech. Non-Verbal Communication. Non-verbal communication plays a crucial role in human interaction, but individuals with autism often face challenges in this area. ... Speech therapy sessions typically involve a combination of individual and group activities ...
How to Communicate With a Non Verbal Child
Speech Therapy & Non-Verbal Children ... As an expert in speech, language, and communication, a speech therapist can work with families to determine the best fit for a child. Communication is not one size fits all, and each child and family will be different in their preferences. A skilled speech-language pathologist will evaluate your child ...
10+ Best Wordless Videos for Speech Therapy
Best Wordless Videos for Speech Therapy. Mouse for Sale. "Mouse For Sale" by Wouter Bongaerts | Disney Favorite. Watch on. An adorable, big-eared mouse is anxiously waiting in a pet store to be purchased and find a home. Bridge. "Bridge" by Ting Chian Tey | Disney Favorite. Watch on.
15 Therapy Activities to Engage Non-Verbal Children
8. Sensory Bags - Sensory bags are a great way to help non-verbal children develop coordination, learn concentration, and use multiple senses while exploring their environment. Sensory bags can be made with various materials, including rice, flour and water, and even hair gel. Create bags that allow children to draw or search for treasures. 9.
Non Verbal Communication
Non-verbal communication consists of a complete package of expressions, hand and eye movements, postures, and gestures which should be interpreted along with speech. Non-Verbal Communication in Writing. Over the years, many people have argued that written words also contain non-verbal communication. Your handwriting can give clues about how you ...
Nonverbal Autism: Unlocking Communication
Nonverbal autism is a condition where individuals on the autism spectrum have limited or no functional speech. It is characterized by a significant delay or absence of spoken language development. While some individuals with nonverbal autism may have some form of communication, such as using single words or phrases, their ability to effectively ...

Total Communication Approach & Other Strategies for Non-Verbal Children

Maria De Leon, MS, SLP

Total Communication Approach

Importance of Prelinguistic Skills (Pre-Verbal Skills)

Try these strategies:

Here are some examples of how to use the switch to communicate with a non-verbal child:

Key Takeaways

Further Reading & Resources:

About the Author

About NAPA Center

References:

Related Posts

Your Non-verbal Child: How to Set Communication Goals

In This Article

Encourage Communication with Non-verbal Child

Help Your Child Learn to Greet and Say “Bye”

What is Communication?

Your Child’s Likes and Dislikes

Free Assessment!

1) Own Agenda Stage

2) Requester Stage

3) Early Communicator Stage

4) Partner Stage

Setting Communication Goals

1) Goals for the Own Agenda Stage

2) Goals for the Requester Stage

3) Goals for the Early Communicator Stage

4) Goals for the Partner Stage

Place their favorite things out of reach

Use people toys

Wind-up and squeeze toys

Music boxes

Jack-in-the-box

Offer things bit-by-bit

Give all but one

Boost Your Child’s Speech Development!

Help Your Child Refuse or Tell You “No”

Offer their least favorite things

Let your child end the activity

Use puppets, stuffed animals , or Legos

Ut ilize your window

Create predictable routines, then present a surprise

Offer something different

Make mistakes “accidentally”

When all is going smoothly, make something go wrong

Pretend you don’t know where things are

Pretend that you’re “broken”

Start with easy choices

Give visual cues

Yes/No choices

Speech Blubs was built for non-verbal children

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This Article Contains:

Characteristics of nonverbal communication

Nonverbal communication of successful leaders

1. Kinesics

3. Proxemics

4. Territory

5. Environment

6. Paralinguistics

7. Chronemics

8. Attractiveness

9. Olfactics

Download 3 Communication Exercises (PDF)

Download 3 Free Communication Tools Pack (PDF)

Leakage: Unintentional messages

Crossed messages

Basic emotion theory

Neural resonance

1. The benefits of yawning

2. Feet don’t lie

3. Gestures that help

4. The eyes have it

5. Power posing for success

6. Fingers crossed

7. Fake positivity is harmful

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