Frequently asked questions1

We are different! We follow a developmental approach. This means that we assess the child to identify gaps and strengths in his development. We work towards bridging the gaps and often use strengths while doing so. For example, when a child is visually strong, we may use visual supports to develop his communication.; or if a child has difficulty with motor imitation, our Occupational Therapist and Speech Therapist would work on these skills. We do not follow behavioral approaches. We follow the principles of language, motor and cognitive development and create an environment where the child experiences success at each level as we work with him/her towards bridging the gaps in development.

We look forward to offering our services to all children below the age of 6. Children who cannot be accommodated in the mainstream batch are helped in smaller batches of 6- 7 children where we work on communication, activities of daily living and related skills required for more independent living, or in individual therapy depending upon the needs of the child and family.

Many such issues are related to difficulties in the use of language (pragmatics), which has more recently been labeled Social Communication Disorder. This is an area we are particularly equipped to address, having done a lot of work on the ground. We would be happy to assist your child as well.

Speech therapy is something that goes beyond the classroom. There are little things that parents can inculcate in their interactions with the child to help improve their communication skills.

• Speak slowly and in a gentle manner
  
  

Children with Autism may take a little longer to process information than their peers. This is why it is important to be patient and gentle when communicating with them. Visuals or gestures also help enhance their understanding skills. For example, showing them pictures of places and activities, they come across on a daily basis or pointing and pantomiming your actions as you speak is a good practice.

What does not help AT ALL is raising your voice or shouting at your child when they don’t follow your instructions. It is important to take them by their hand and guide them, without losing your patience.

Follow this link to see the American Speech and Hearing Association’s statement on best practises for Autism therapy:

http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Treatment

• Have fun with your child

Parents often get so lost in overthinking the best approach or care for their child that they lose sight of the fact that at the end of the day, they’re still working with a kid who just wants to enjoy and experience life to the fullest. Find activities that your child finds joy in, like soap bubbles, tickle-tickle, fooling around with shaving foam, playing games like akkad bakkad bambe bo. It is important to set aside some time for fun and enjoyment without an end goal.

Gradually, as the child begins to anticipate these, s/he will wait for these interactions. This may be a good opportunity to teach the child the gesture for “come play”. Work with your therapist to build up communication once the child is interested in being with you. Words like “more”, “give me”, “yes/no”, “do not want” are easy to stimulate during play.

At Communiverse, we create an environment that facilitates language development. The speech therapist is trained to elicit, not demand, speech. You will not find our therapist teaching your child a long list of fruits and vegetables even before he can communicate his basic needs.

• Build upon what’s already there

If your child is able to make some sounds already, no matter how random or meaningless they might seem, you can use those sounds to develop their proto vocabulary. This is a technique we often use at Communiverse. Try to assign meanings to the sounds your child is making so that they gradually understand and begin to use these sounds more consistently. This might become a stepping stone in your child eventually moving towards real words.

• Encourage them to mirror

A child will usually mirror or imitate what they see around them. So, it’s important for you to encourage them to do the same. The more times you facilitate sound production, the greater the strengthening of the neural networks required to produce the sounds.

Follow the link for our proto vocabulary booklet and other therapy aids to build communication.
http://www.communicationdeall.com/#!teaching-kits/ctw 

• Try not to underestimate them

Children understand much more than parents give them credit for. It is a common mistake to assume that a child who does not speak does not understand too. Speak to your child as you would with any other child of that age. It is very important that a child with a language disorder is provided a language-rich environment. Speak to your child about what s/he is seeing, doing, about their feelings. It will help share your thoughts. Parallel talk is a powerful technique all therapists use. We train parents to parallel talk as well. This involves speaking on your child’s behalf. Many parents of children with Autism at our centre have used it with fantastic results.

Follow the link for a manual on parallel talk: (For Mohit- please add buttons and attach the link at the backend)
https://communicaids.com/product/parallel-talk-booklet/

• Don’t impose yourself

No matter how happy or unhappy you are with the pace of your child’s progress, it’s important to let them bloom at their pace. Try not to force your child to speak or rush them in any manner whatsoever.

Explore AAC (alternate augmentative communication) with your therapist. Children who cannot speak can be taught to point at pictures to indicate their needs; for example, pictures of food, toilet, water, etc. Some children pick up gestures to indicate these needs. It is important to develop these skills. Not being able to indicate even these basic needs can make a child very restless and frustrated. This may even lead to much negative behavior, such as kicking, throwing things, biting, etc.

Many parents are scared to introduce AAC. They fear that their child will get too dependent on these alternate systems and will not try to speak at all. Nothing could be further from the truth. There is a lot of research that suggests that using alternate communication systems promotes speech and language development. This has been our clinical experience at Communiverse as well.

• Making signs and symbols 

The decision to use signs/picture symbols for your child will depend upon your child’s profile. Makaton is a language program offering a structured, multimodal approach to teaching communication and language skills. This was developed in the UK but an Indian version of the same is available. Children can, therefore, use specific signs to indicate their needs. 

• Picture exchange communication system (PECS)

Here, children use small pictures or symbols of commonly used words to request desired items or communicate basic concepts non-verbally. As mentioned earlier, it is important to introduce communication as early as possible. This helps the child understand the power of communication and that s/he can use words to be understood. Further, using pictures also helps children who face difficulty with initiating communication.

• Mobiles and tabs

Advances in mobile and tablet technology have revolutionized AAC usage. Children with Autism respond well to these devices and, with the right guidance, they can be powerful mediums for communication and learning. 

• Avaz (has Indian vocabulary) http://www.avazapp.com/

• Proloquo2go (an advanced version that can grow with your child) https://itunes.apple.com/us/app/proloquo2go-symbol-based-aac/id308368164?mt=8

• Tap To Talk (for more basic communication; a free, simpler version available) http://www.taptotalk.com/product.aspx

• Bol (again, specific to the Indian context, developed by SAP Lab, free to use)

• Voice output machines 

These are typically small electronic computers that use a video screen controlled by touch (either buttons or, in some cases, a touch screen), that speak aloud the language inputted by the child. A variety of voice output devices are available in the West. One big drawback of these devices is the initial cost and complexity involved in