Using reading moments to encourage communication in our children with autism and communication and language difficulties is a great challenge for parents. A habit that encourages language, empathy, attention and bonding with our children. It is not an easy challenge but every commitment to communication, socialization and language is worth it.

The way we carry out this activity will not be simple because it will always have to adapt to the child with autism and his visual-auditory attention style and, in many cases, with a desire for all processes to be repetitive. Here we detail some aspects to take into account so that these types of activities are successful for our non-verbal or minimally verbal children:

1. Their visual preference: We will have to choose the books that contain what they like the most , the preferences of children with autism are very restrictive and that makes these processes difficult. Perhaps just looking at objects can be an ideal start. For example, if what you like is to see fruits and we have some objects at home, we can physically bring them with us to see their transfer and generalization. It can be an interesting exercise to initiate this attention by transferring from 3D to 2D. Books that have musical buttons are also highly preferred to make reading more enjoyable.

2. Your attention time: Going little by little is the key to success. We should not stretch the times too much but rather we should start with the time that is easy for you to stay to avoid frustrations. Keep in mind that it has a beginning and an end in the reading process so that, later, we can lengthen this time. It is important to finish before he shows his interest in leaving, even if it is only a few pages it will be quite an achievement.

3. The correct space: Using the same space, a reading corner covered with some fabric, with a special light, with cushions to be very comfortable, calm and away from further stimuli for a short time will encourage the habit and guide you within of activity spatially.

4. Digital Books: Taking into account that technology is a great motivation for these children (and, I think, for everyone in general) we can also start reading books in digital format to open up the variety of reading and perhaps it will help us. to tolerate the book when there is reluctance to this type of more static activities that, we cannot forget, require a good attentional effort.

5. We add collaborators: The use of puppets can also encourage and develop attention, sometimes you can take photos of the characters in the book and, simply with a stick stuck behind you, tell the story with the help of its protagonists. This also initiates symbolic play, which is a great ally in socialization and social interaction. Any idea to encourage creativity, participation and dynamics within reading will help to view this activity with pleasure and encourage communication.

6. Voices count! Remember to take out all your voiceover tools to give the reading a good load of voices, tonalities and enthusiasm that will surely make a big difference in their attention, giving life to those wonderful stories.

7. Family books: The family photo album resource is a great classic in these reading spaces and promotes all ties, knowledge of names, activities and experiences lived as a family. Remembering, sharing and visualizing the most significant family moments can be very motivating and can foster a great space for dialogue and communication for our children without language.

For the most curious, here are 2 studies carried out on this fantastic reading activity with parents that confirm the great benefit in this line of communication and language!

Communication strategies implemented by parents during storybook reading. (Akamoglu, Y., & Meadan, H. (2019). Parent-Implemented Communication Strategies During Storybook Reading. Journal of Early Intervention , 41 (4), 300–320. https://doi.org/10.1177/1053815119855007 )

«Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based communication interventions implemented by parents. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand modeling, and time delay) while reading books with their children. with DD. Using a multiple baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers' use of book reading techniques, (b) rate and fidelity of mothers when using the three naturalistic teaching strategies, and (c) children's communication results. After training and coaching, mothers used the modeling, mand modeling, and time delay strategies at higher rates and greater fidelity. Children initiated more communicative acts about their mothers' use of time delay. Mothers reported that the training and coaching helped them implement the strategies and led them to improve their children's communication skills. «

Effects of Shared Reading on the early language and literacy skills of children with autism spectrum disorders: A systematic review (Boyle, S.A., McNaughton, D., & Chapin, S.E. (2019). Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review. Focus on Autism and Other Developmental Disabilities , 34 (4), 205–214. https://doi.org/10.1177/1088357619838276 )

«Children with autism spectrum disorders (ASD) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are intended to promote interaction between the adult and child, is an intervention that has had positive effects in those early skills for typically developing children. A meta-analysis of 11 shared reading interventions was conducted with children with ASD, and positive effects were found for listening comprehension, expressive communication, and other communicative and non-communicative acts.

Cristina Oroz Bajo