Improving Communication: Verbal and Nonverbal
Every child has something to say. The challenge, for many children with autism, is finding a way to say it. Some children develop spoken language but struggle to use it functionally in conversation. Others are minimally verbal or nonverbal and need a different pathway to express their wants, needs, and feelings. In either case, communication is not impossible. It just looks different, and with the right support, it grows.
Communication is one of the most central goals in ABA therapy. Not because speaking is the only valid form of communication, but because being understood, and understanding others, is fundamental to everything else in a child’s life. Social connection, learning, safety, independence, and joy all depend on it. When communication improves, so does everything else.
Communication Is More Than Words
One of the most important shifts families can make is broadening their definition of communication. Speech is one mode among many. Pointing, reaching, eye contact, facial expressions, gestures, pictures, symbols, and devices are all legitimate and powerful ways to communicate. ABA therapy works across all of these modalities, building on whatever skills a child already has and expanding their repertoire from there.
For children who are working toward spoken language, therapy focuses on building the foundational skills that underpin speech, including attention, imitation, turn-taking, and intentional communication. For children who are unlikely to develop functional speech as their primary channel, the focus shifts to building an alternative system that is equally effective and fully respected.
The goal is always the same: give the child a reliable, functional way to connect with the world around them.
Vocal Imitation and Building Spoken Language
For children who have some vocal ability, ABA therapy often begins with vocal imitation. Vocal imitation is exactly what it sounds like: teaching a child to reproduce sounds, syllables, and words that a therapist or caregiver models. It is one of the earliest and most foundational steps toward functional speech.
Before a child can say a word meaningfully, they need to be able to produce the sounds that make it up and understand that their vocalizations have an effect on the world around them. ABA therapists use structured, play-based activities to build this skill, reinforcing every attempt and gradually shaping sounds into words and words into functional requests and comments.
This process takes time and consistency, but the progress can be remarkable. Many families who were told their child might never speak have watched their child find their voice through dedicated, evidence-based support.
Augmentative Communication: Opening New Doors
Augmentative communication refers to any method that supplements or replaces spoken language to support a person’s communication. For children with autism who are minimally verbal or nonverbal, augmentative communication systems can be genuinely life-changing, giving them a voice when speech alone is not yet accessible.
It is worth addressing a concern many parents have heard or felt: will using an augmentative system prevent my child from developing speech? Research consistently shows the opposite. Augmentative communication does not reduce a child’s motivation to speak. In fact, it often increases it by reducing frustration and giving children a successful communication experience to build on.
At Shining Moments, augmentative communication is introduced thoughtfully and in coordination with the child’s overall therapy goals. The system chosen is always the one that best fits the child’s current abilities, learning style, and daily environment.
PECS, Communication Boards, and Visual Systems
The Picture Exchange Communication System, known as the PECS system, is one of the most widely used and well-researched tools for building communication in children with autism. It teaches children to initiate communication by exchanging picture cards for desired items or activities. The PECS system follows a structured training sequence, beginning with simple exchanges and building toward the ability to construct sentences and comment on the environment.
What makes the PECS system particularly powerful is that it teaches communication as a functional, intentional act from the very start. The child is not just labeling pictures. They are using them to get something they want, which makes the behavior immediately meaningful and reinforcing.
Communication boards serve a similar purpose for children who are further along in their communication development. These are organized sets of symbols, words, or images that a child can point to in order to express needs, make choices, or participate in conversations. They can be paper-based or digital, simple or complex, and are always tailored to the child’s vocabulary and daily contexts.
Sign Language and Gesture Training
For some children with autism, sign language offers a natural and accessible bridge to communication. Sign language for autism is typically introduced in a simplified form, focusing on a core vocabulary of highly motivating signs that a child can use to make requests, express feelings, and interact with others.
Sign language works particularly well for children who have good motor imitation skills and are around caregivers who are willing to learn and use the signs consistently. Like all augmentative systems, signs are most effective when they are used across all of the child’s environments, not just during therapy sessions.
Gesture training is a related but broader area of communication development. It covers the intentional use of pointing, reaching, showing, and other nonverbal signals that children use to share attention and interact socially. Many children with autism have limited gesture use, and building these skills early can significantly support both communication and social connection. ABA therapy addresses gesture training directly and systematically, layering it into naturalistic play and daily interactions.
Speech-Generating Devices and High-Tech Options
For children who need more robust communication support, speech-generating devices offer a powerful solution. These are electronic devices, often tablet-based, that produce spoken output when a child selects symbols, words, or phrases. Speech-generating devices range from simple single-message buttons to sophisticated systems that allow for complex, flexible communication.
ABA therapists work closely with families and speech-language pathologists to select the right device, set it up with vocabulary that is relevant to the child’s life, and teach the child to use it fluently across different settings and communication partners. Learning to use a device effectively takes structured practice and consistent support, both of which are built into the ABA therapy process.
Many families are surprised by how quickly children take to these devices once they realize what they can do with them. A child who has spent years unable to tell their parent what they want can suddenly make that connection, and the impact on the whole family is profound.
Every Voice Deserves to Be Heard
Whether your child is working toward their first words or learning to use a communication device to hold a conversation, ABA therapy can meet them exactly where they are. At Shining Moments, we believe every child has a voice worth supporting. Our job is to find the best path to help it reach the world.
Communication growth does not always follow a straight line, but with the right team, the right tools, and a family that is fully involved in the process, every child can make meaningful progress toward being understood.
If you would like to learn more about how Shining Moments supports communication development in children with autism, we would love to talk. Call us at 877-974-4646, email us at eli@shiningmomentsaba.com, or visit shiningmomentsaba.com to book a free consultation. Your child’s voice matters, and we are here to help it grow.
