Motivating Non-Verbal Children to Communicate

Non-verbal children can still communicate effectively, provided they are taught and motivated to do so in ways that suit their needs.

Autism can sometimes limit a child’s ability to use verbal speech, but communication goes beyond spoken words. It encompasses gestures, signs, assistive technology, and more. 

There are several strategies to encourage communication in non-verbal children. A key element in most methods is modelling communication, which helps children learn by observing and imitating. Research suggests that teaching communication skills to children with ASD early on enables them to express emotions and feelings in multiple ways, such as through gestures or pointing (Alshurman & Alsreaa, 2015).

Play is a powerful tool for fostering communication. It serves as an educational medium that shapes a child’s personality and development across various dimensions. Interactive play provides opportunities to model communication and allows the child to practice these skills. Activities like singing or reciting nursery rhymes promote social interaction and encourage communication. Ayasrah et al. (2023) found that play-based training programs significantly improved both verbal and non-verbal communication in children with ASD. Similarly, Mashhour (2016) demonstrated that playgroup activities enhanced social skills, including visual communication and participation, leading to more opportunities for children to communicate.

Imitating your child’s sounds and actions can motivate them to vocalize and engage with you. This creates a feedback loop where the child is encouraged to mimic your verbal or non-verbal communication. Research supports the use of imitation as a way to promote social engagement and improve social responsiveness, attention, and play skills (Contaldo et al., 2016). Additionally, interventions incorporating imitation strategies have shown effectiveness in enhancing both imitation skills (Ingersoll, 2008) and broader social abilities (Dawson et al., 2010).

Non-verbal communication, such as gestures and eye contact, can form a strong foundation for language development. Exaggerating gestures—like nodding when saying “yes” or shaking your head for “no”—and responding to your child’s gestures are effective ways to encourage interaction. For example, if your child points to a toy, acknowledge their gesture by pointing to it and handing it to them. Research highlights the critical role of gestures in developing verbal and socio-communicative skills. Lorgrieco et al. (2024) found that interventions targeting non-verbal communication positively impacted communication outcomes, though improvements were partly linked to gains in joint attention and social interactions over time.

It’s important to remember that while these strategies can help foster communication, not all children will develop verbal communication skills—and that’s okay. Every form of communication is valid and meaningful.

By adopting these approaches, caregivers can help non-verbal children with ASD express themselves more effectively, whether through gestures, play, or other forms of interaction.

Written by: Tan Yock Kim

References

Alshurman, W. & Alsreaa, I. (2015). The efficiency of peer teaching of developing non verbal communication to children with Autism Spectrum Disorder (ASD). Journal of Education and Practice, 6(29), 33–38. http://files.eric.ed.gov/fulltext/EJ1081260.pdf

Ayasrah,  M. N,  Awad,  A. F. Y.,  Saleem, K. M. A. (2023). The  effect  of  a  play-based  training  program  on developing  verbal  and  non-verbal  communication skills  among  Autistic children.  Clinical Schizophrenia  & Related  Psychoses, 16(S2).  https://doi.org/10.3371/CSRP.MMWY.100143

Berger N. I., Ingersoll B. (2013). An exploration of imitation recognition in young children with autism spectrum disorders. Autism Research, 6(5), 411–416. https://doi.org/10.1002/aur.1303

Dawson G., Rogers S., Munson J., Smith M., Winter J., Greenson J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125, e17–e23. https://doi.org/10.1542/peds.2009-0958

Logrieco, M. G., Annechini, E., Casula, L., Guerrera, S., Fasolo, M., Vicari, S., & Valeri, G. (2024). Nonverbal skills evolution in children with Autism spectrum disorder one year post-diagnosis. Children, 11(12), 1520. https://doi.org/10.3390/children11121520

National Institute on Deafness and Other Communication Disorders. (2019, April 1). An overview of communication problems in children with ASD. Autism Spectrum News. https://autismspectrumnews.org/an-overview-of-communication-problems-in-children-with-asd/