Behavior as communication

If your child struggles with behavioral issues, we suggest having someone look at communication issues at the same time, especially if the child doesn't have effective communication. Many times the two issues are linked and without addressing both of them, it will be challenging for the child to be successful.

This article explains the relationship in greater detail and offers some suggestions. It is specific tothose with autism, but would apply for any disability where communication is an issue.

Autism: Communication and Behavior Links By Linda Fielding

An inability to effectively use communication can lead to challenging behaviors. Recent literature substantiates the premise that a relationship exists between communicative intent and the function of the behavior. The function of a challenging behavior can usually be determined to be related to one or more of four specific communicative purposes: 1) to obtain attention; 2) to escape or avoid a request, activity, or person; 3) to procure an object (or tangible); and/or 4) to receive sensory feedback (Durand, 1990).

Programming practices for students with autism have also begun to reflect this linkage. Less emphasis is being placed on developing strategies to "manage" behavior while more attention is focusing on interpreting the purpose of the behavior and providing students with additional opportunities to enhance their communicative abilities. It is important to consider that no matter what the age of the individual with autism, teachers can actively plan programs (and offer parents suggestions) which will encourage communication, and perhaps, decrease the occurrence of inappropriate behaviors.

Koegel and Koegel (1995) have suggested four strategies that can be implemented throughout the school day to assist with the development of communication in individuals with autism. The remainder of this article profiles these strategies and provides illustrations of each.

1. Increase awareness of and respond to all communication attempts. In order to accomplish this, teachers must begin to interpret all student actions (and behaviors) as having communicative intent. For example, Sam (a student in your classroom) is sitting on the floor. You ask Sam to go get his coat so the class can go outside. Sam grabs his knees and begins to rock. As opposed to labeling Sam as "noncompliant", perhaps we need to consider that Sam may be telling us that he does not want to go outside today.

2. Teach students with autism that their actions have distinct consequences associated with them. No second guessing the individual! He or she must learn that communication can be used to influence the environment. Kate is moving through the lunch line in the school cafeteria. The vegetable choices for the day are green beans (which she hates) or french fries (her favorite food!). Kate selects the green beans. Instead of being prompted to again choose which vegetable she wants, Kate should be given the green beans. If she screams or pushes them away she has communicated that she does not want them and should then be given an opportunity to choose another item.

3. Provide positive supports and learning opportunities. Identify and arrange communication opportunities in natural contexts throughout the school day. Sabotage the environment! Create circumstances which stimulate communication. For example, hide Sarah's favorite drum in the closet, "forget" to pour Justin's juice at snack time, "lose" Tommy's knapsack before it's time to go home, or give Ashley the incorrect amount of change needed to purchase a soda from a vending machine.

4. Encourage interactions by providing individuals with autism the opportunity to socialize in environments with age-appropriate peers. The experience of participating in a social group is essential to developing social-communicative skills. Exposing children with autism to situations in which good communication and social skills are modeled may assist with developing more appropriate interactive behaviors. Engaging in communicative interactions helps to teach students that positive outcomes can occur through communication.

By employing these communication strategies, will all challenging behaviors in individuals with autism be eliminated? Probably not. But by increasing a student's understanding and use of communication, we can reduce his/her use of challenging behaviors to "get their message across".

If you found this post helpful, tell others by using the "share this" button below the post.