Speech Language Pathologist or Communication Detective?
I am a speech language pathologist, but most days I feel like “Communication Detective” is a more appropriate title. So much of my job is searching for clues about how a child communicates and what makes teaching communication skills more effective for them.
When it comes to my little ones who are still non-speaking, there are two things I’m really looking for as we get to know each other.
What are the sensory supports that get them regulated and ready to interact?
What are the activities that or toys that really light them up and hold their attention?
These questions may seem easy to answer. Sensory supports? Offer some fidgets, dim lighting, a trampoline, and some calming music! Fun activities? Show them some toys and let them choose the one they want! But for many kids, it’s just not that simple. Let me tell you about two really great kids and the excitement of finding out what worked for them:
One day, I met the happiest little girl. She was non-speaking, autistic, and full of energy. She ran, she jumped, she swung, and everything she did was big and intense. Her OT and I brought in different toys and activities, and tried calming strategies to help her regulate. But every chance she got, she bolted from the therapy room and went running for the toy cabinets, sometimes looking back to see if we were chasing her. At first we did, reminding her that she needed to walk in the clinic, let us know when she wanted to leave the room, etc, etc.
Then, one day, we stood back and watched. We let her run to the cabinets, we let her dig around and pull out the things she was looking for, and we watched as she brought them back to the room. What she brought back was not what any therapist would have chosen for calming. She brought back as many noisy toys as she could find. She activated them. And then she settled at our little table to play with us in the kinetic sand.
When we took the time to observe, to look for clues, we learned that what we thought was calming and regulating was not at all what was calming and regulating for her. From that day on, we made sure to have the right sensory supports available for her and her interaction with us took off!
I also worked closely with a little boy with autism and his wonderful family in their home. His mom and I worked together to figure out his sensory needs and developed a routine with strategies to allow him to regulate throughout his sessions.
But holding his attention for more than a minute was still a challenge. He would thoroughly enjoy a song with his mama, but the second it was over, he was off to run his route around the room or mix it up with his dinosaur collection in the corner until mom found another song he liked.
So one afternoon I watched as his mom started singing a favorite song to try to draw him in to play. He didn’t turn to look, but played with a toy by himself… until she reached the counting part of the song. His eyes lit up and he ran to her to help her raise her fingers as she counted. And when that part of the song was finished, so was he. Back to his toy he went until she counted again. Later in the session, I pulled out a pop-up toy and counted as I popped each door open. There it was again - that gleam in his eye and the biggest smile! He proceeded to play with that toy with me and then with his dad for more than ten minutes! And then again the next day, bringing it to his parents for them to count and play with him.
When we take the time to really watch and listen, our kids can tell us so much before they ever start to talk! It creates the foundation of trust and connection on which we can build effective communication. So be a communication detective today and see where it takes you with your child!
