Building Communication Skills: From First Words to Conversations

Communication is one of the most fundamental skills we develop, allowing us to express our needs, share our thoughts, and connect with others. For children with autism, developing communication skills can present unique challenges—but with the right strategies and support, every child can make meaningful progress.

As a BCBA with 19 years of experience, I've seen firsthand how targeted, evidence-based interventions can transform a child's ability to communicate. Whether your child is just beginning to use words or working on more complex conversation skills, there are specific strategies you can use to support their development.

Understanding Communication Beyond Words

Before we dive into strategies, it's important to recognize that communication isn't just about speaking. Communication includes:

• Verbal communication - Using spoken words and sentences
• Non-verbal communication - Gestures, facial expressions, body language
• Alternative and Augmentative Communication (AAC) - Picture systems, sign language, communication devices
• Social communication - Taking turns, staying on topic, reading social cues

All forms of communication are valid and valuable. The goal is to help your child communicate effectively in whatever way works best for them.

Stage 1: Building Early Communication (Pre-Verbal and Early Words)

Establishing Motivation to Communicate

The first step in developing communication is ensuring your child has a reason to communicate. We do this by:

• Creating communication opportunities - Place favourite items just out of reach, pause during preferred activities, or offer choices to encourage requesting
• Following your child's lead - Pay attention to what naturally interests them and build communication around those interests
• Responding immediately - When your child makes any attempt to communicate, respond quickly to reinforce that communication works

Teaching First Words Using Manding

In ABA, we call requesting "manding"—it's often the first verbal skill we teach because it's so functional and motivating. Here's how to teach early requests:

1. Start with highly preferred items - Use things your child really wants (favorite snacks, toys, activities)
2. Model the word - When your child reaches for the item, say the word clearly (e.g., "cookie")
3. Accept approximations - Any attempt counts! If they say "coo" for cookie, celebrate it and give them the cookie
4. Gradually increase requirements - As skills develop, work toward clearer pronunciation
5. Expand vocabulary systematically - Once your child has a few solid requests, gradually introduce new words

Stage 2: Expanding Vocabulary and Combining Words

Moving Beyond Single Words

Once your child can use single words to request, we can begin expanding to two-word combinations and beyond:

• "Want + item" - "want cookie," "want bubbles"
• "More + item" - "more milk," "more play"
• "Big/little + item" - "big ball," "little car"
• Color/descriptor + item - "red car," "soft blanket"

Teaching Labeling (Tacts)

While requesting is often taught first, labeling items and actions helps children develop a richer vocabulary:

• Start with familiar, preferred items - Objects and people your child encounters daily
• Use errorless teaching - Point to an item and immediately say its name, then have your child repeat it
• Practice in varied contexts - Help your child learn that "dog" applies to many different dogs, not just one
• Move beyond nouns - Teach action words (running, eating), descriptors (big, soft), and more

Stage 3: Developing Conversational Skills

Teaching Back-and-Forth Exchanges

Conversation requires more than just knowing words—it involves taking turns, staying on topic, and responding appropriately to others. Here's how to build these skills:

• Start with structured turn-taking - Use games like rolling a ball back and forth, taking turns putting blocks in a container
• Model conversation structure - "I went to the park. Where did you go?" Explicitly teach question-and-answer patterns
• Use visual supports - Pictures or objects can help children stay on topic
• Teach conversation repairs - "I didn't understand. Can you say that again?" "Can you show me what you mean?"

Understanding and Using Questions

Questions are a crucial part of communication. We teach both answering questions (receptive) and asking questions (expressive):

1. "What" questions - What is this? What are you doing?
2. "Where" questions - Where is the ball? Where do you go to school?
3. "Who" questions - Who is this? Who helps you at school?
4. "When" questions - When do we eat lunch? When is your birthday?
5. "Why" questions - Why are you sad? Why do we wear coats?

Supporting Communication at Home: Practical Strategies

Create a Communication-Rich Environment

• Talk throughout daily routines - Narrate what you're doing: "I'm putting on your shoes. First the left shoe, then the right shoe."
• Pause and wait - Give your child time to process and respond. Count to 10 in your head before prompting.
• Expand on your child's communication - If they say "car," you say "Yes, blue car!" or "The car goes fast!"
• Reduce pressure - Don't quiz constantly. Balance direct teaching with natural, pressure-free interaction

Use Visual Supports

• Communication boards - Pictures of common requests, places, people
• First-Then boards - "First we eat snack, then we go to the park"
• Choice boards - Visual options for activities, foods, toys
• Visual schedules - Help children understand and communicate about daily routines

Consider AAC When Appropriate

Alternative and Augmentative Communication (AAC) doesn't prevent speech development—research shows it often supports and enhances it. AAC options include:

• Low-tech options - Picture cards, PECS (Picture Exchange Communication System), communication books
• Mid-tech options - Simple voice output devices with buttons
• High-tech options - Tablet-based apps like Proloquo2Go, TouchChat
• Sign language - Can be used alongside or instead of other methods

When to Seek Professional Support

While many strategies can be implemented at home, professional support can be invaluable. Consider consulting with a BCBA or speech therapist if:

• Your child has fewer than 10 words by age 2
• Your child has stopped using words they previously used
• Your child shows frustration trying to communicate
• You're unsure which communication strategies to prioritize
• You want guidance on implementing AAC
• Your child's communication isn't progressing with current interventions

Celebrate Every Step

Communication development is a journey, not a destination. Every gesture, sound, word, and conversation is progress worth celebrating. Some children will progress quickly, others more gradually—both paths are valid.

What matters most is that you're providing a supportive, communication-rich environment where your child feels heard and understood, regardless of how they choose to communicate.

The strategies outlined here are rooted in decades of research in Applied Behaviour Analysis and speech-language pathology. They work—but they work best when implemented consistently, patiently, and with a deep respect for your child's individual learning style and pace.

Remember: you know your child best. Trust your instincts, celebrate their unique way of seeing the world, and never stop believing in their potential to communicate.