Communication: Using a Whole Child Approach to Understand a Child’s Experiences

Communication is a vital part of the human experience. In fact, without communication, it’s difficult to survive. Humans rely on communication to build relationships, learn, and take part in activities.

It’s important to remember that communication doesn’t necessarily equate to speaking. There are many nonverbal forms of communication, including facial expressions, touching, and body language. Clinicians and educators take receptive language into account, which refers to how individuals process and comprehend the words of others.

Additionally, expressive language is assessed, which refers to how a child communicates their emotions, needs, and ideas. Being able to understand a child’s language and speech also provides insight into their overall life experience.

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Early Development and Language Delays

A language delay is often one of the first signs of a neurodevelopmental difference, such as a social communication disorder or autism (Mody et al., 2013). It’s also common for these individuals to experience a delay in their fine motor skills, including making gestures. This form of communicative intentionality typically begins developing before a child learns to speak.

One study found that about 50% of children with a communication disorder also exhibited borderline or clinical scores on fine or gross motor skills (Varuzza et al., 2023).

Language Difficulties May Mimic Other Conditions

Children who have difficulty with language may be confused with those who are autistic, have dyslexia, or have behavioral issues. For instance, a child displaying disruptive behavior may actually feel frustrated and overwhelmed by an inability to properly process verbal instructions. Their behavioral episode may capture the attention of educators. However, without identifying and supporting their underlying language condition, improvements are unlikely (Vermeij et al., 2021).

Keep in mind that children who have a language disorder can also be autistic and/or dyslexic (Hobson et al., 2024). So, in the example given above, a child with an underlying language condition may be autistic as well.

Distinguishing Between Autism and Social Communication Disorder

With many neurodevelopmental conditions sharing similar characteristics, it may be challenging to distinguish between them. However, taking a closer look at a child’s language abilities can simplify the process. For example, clinicians can use an assessment of a child’s pragmatic language to differentiate between a social communication disorder or autism (Dolata et al., 2022). By taking the time to investigate more closely, they can better support a child’s needs.

Language and Equity

Children with language conditions may not communicate as effectively with their teachers, peers, and coaches. Using assistive technologies may make it easier for them to take part in educational opportunities. Fortunately, this is mandated by the Individuals with Disabilities Education Act (IDEA). After all, language is also a matter of justice and equity.

After the child has undergone an autism assessment, it’s a good idea to use speech and language assessments to gain a broader understanding of their inner experience. These assessments include:

Arizona Articulation and Phonology Scale, Fourth Revision (Arizona-4)
Clinical Assessment of Pragmatics (CAPs)
Comprehensive Assessment of Spoken Language, Second Edition (CASL-2)
Oral and Written Language Scales, Second Edition (OWLS-II)
Oral Passage Understanding Scale (OPUS)

All the above-mentioned assessments make it easier to capture a child’s complex language needs. The more a clinician discovers about each child, the better equipped they’ll be to help them learn and grow. Doing so is also one facet of a whole child, holistic approach.