100+ Examples of Non-Verbal Communication Displayed by SEN Pupils.

In today’s classrooms, verbal communication is often emphasised while non-verbal communication takes a backseat. However, as more children with special educational needs (SEN) are integrated into mainstream settings, there is a need to utilise both verbal and non-verbal forms of communication. Combining these methods can improve the delivery of messages and facilitate understanding while promoting positive behaviours and skill development that support the inclusion of non-verbal or pre-verbal children with SEN.

This article presents research findings from early education that highlight the benefits of using intentional non-verbal cues and behaviours when communicating with students with SEN. The study’s main conclusions showed that incorporating non-verbal elements into teaching can positively affect preschoolers’ attention levels.

100 Examples of Non-Verbal Communication

This is a non-exhaustive list of potential non-verbal communication cues for a pre-verbal child with special educational needs (SEN), with possible interpretations for each item:

1. Eye Contact (maintaining: showing interest, engagement, or understanding; avoiding: disinterest, anxiety, or sensory overload, the avoidance of eye-contact is a possible sign that they find this distressing – never force eye contact)
2. Facial Expressions (smiling: happiness, comfort, or enjoyment; frowning: discomfort, frustration, or displeasure; furrowed brow: confusion or concentration, many children mimic or reflect facial expressions they are seeing. )
3. Body Language (reaching out: wanting to be picked up or held; leaning towards or away: interest or disinterest; stiffening/tensing up: discomfort or anxiety)
4. Gestures (pointing: indicating interest or desire for something; waving: greeting or requesting attention; shaking head: refusing or rejecting something)
5. Vocalisations (crying or whimpering: distress, discomfort, or need for attention; babbling or cooing: contentment or experimentation with sounds; grunting or whining: displeasure or frustration)
6. Physical Responses (pushing away: rejecting or protesting something; clapping or flapping: excitement or stimulation; rocking or swaying: self-soothing or stimulation)
7. Attention and Focus (following an object or person with eyes: interest or engagement; wandering attention: distraction or sensory overload)
8. Physiological Responses (flushed face or sweating: discomfort or overstimulation; pale complexion or goosebumps: fear or anxiety. These can indicate and provide clues for us to interpret their interoceptive state)

Specific Non-Verbal Behaviours (Actions) you may see

These are things we all do, for a non-verbal child they can provide clues to what is happening to a child. They may represent intentional or instinctive communication. As with everything related to human behaviour, they can indicate different or multiple things for each child.

9. Yawning: fatigue or boredom
10. Lip biting/chewing: anxiety, frustration, or concentration
11. Rubbing eyes: tiredness or discomfort
12. Scratching: irritation or sensory seeking
13. Hair pulling/twisting: self-stimulation or anxiety
14. Finger flicking/hand flapping: excitement, overstimulation, or self-stimulation
15. Toe walking: sensory seeking or difficulty with proprioception
16. Rocking back and forth: self-soothing or stimulation
17. Stomping feet: frustration or excitement
18. Clenching fists: anger, frustration, or determination
19. Wringing hands: anxiety or discomfort
20. Thumb sucking: self-soothing or comfort-seeking
21. Teeth grinding: stress, anxiety, or sensory seeking
22. Breath holding: attention-seeking or protest
23. Tongue clicking: sensory seeking or verbal self-stimulation
24. Sniffing/smelling objects: sensory exploration or stimulation
25. Head nodding: agreement or understanding
26. Head shaking: disagreement or rejection
27. Arm waving: excitement or greeting
28. Hiding face/eyes: shyness, anxiety, or overstimulation
29. Turning away: disinterest or avoiding something
30. Leaning forward: interest or anticipation
31. Backing away: fear, anxiety, or avoidance
32. Jumping up and down: excitement or self-stimulation
33. Spinning/twirling: sensory seeking or self-stimulation
34. Pacing: restlessness, anxiety, or stimulation
35. Freezing/stilling: fear, anxiety, or surprise
36. Clenching jaw: anger, frustration, or determination
37. Lip pursing: concentration or displeasure
38. Nose wrinkling: disgust or rejection
39. Squinting eyes: discomfort or concentration
40. Raising eyebrows: surprise or interest
41. Gasping: surprise, fear, or excitement
42. Sighing: frustration, boredom, or relief
43. Hiccuping: overstimulation or discomfort
44. Sneezing: reaction to sensory input or illness
45. Coughing: illness, choking, or attention-seeking
46. Burping: discomfort or seeking a reaction
47. Drooling: teething, oral sensory seeking, or difficulty swallowing
48. Sticking out tongue: concentration, sensory seeking, or self-stimulation
49. Biting (self or objects): sensory seeking, frustration, or self-injury
50. Hitting/slapping: frustration, anger, or sensory seeking
51. Pinching: sensory seeking or testing boundaries
52. Kicking: frustration, anger, or sensory seeking
53. Pushing/shoving: asserting boundaries or sensory seeking
54. Grabbing/clutching: possessiveness, insecurity, or sensory seeking
55. Throwing objects: frustration, anger, or sensory seeking
56. Dropping objects: testing cause and effect or disinterest
57. Mouthing objects: oral sensory seeking or exploration
58. Touching/rubbing surfaces: tactile sensory seeking or exploration
59. Snapping fingers: stimulation or attention-seeking
60. Tapping/drumming: sensory stimulation or self-regulation
61. Chewing on clothes/objects: oral sensory seeking or self-stimulation
62. Holding ears: sensitivity to sound or self-stimulation
63. Squinting/shielding eyes: sensitivity to light or visual overstimulation
64. Covering nose/mouth: sensitivity to smells or tactile defensiveness
65. Hugging self/rocking: self-soothing or sensory seeking
66. Seeking pressure/weight: proprioceptive sensory seeking or self-regulation
67. Pacing/wandering: restlessness, anxiety, or sensory seeking
68. Freezing in place: fear, anxiety, or sensory overload
69. Zoning out/staring: dissociation, overstimulation, or understimulation
70. Echolalia (repeating words/sounds): communication attempt or self-stimulation
71. Retreating/withdrawing: discomfort, anxiety, or overstimulation
72. Grimacing: discomfort, pain, or disgust
73. Tensing muscles: anticipation, anxiety, or sensory overload
74. Fidgeting: restlessness, anxiety, or sensory seeking
75. Bouncing legs/feet: restlessness, anxiety, or stimulation
76. Chewing on hair/clothing: oral sensory seeking or self-stimulation
77. Rubbing hands together: anticipation, anxiety, or self-soothing
78. Cradling body parts: self-soothing or sensory seeking
79. Rocking side to side: self-soothing or stimulation
80. Grinding teeth: stress, anxiety, or sensory seeking
81. Sucking fingers/thumb: self-soothing or comfort-seeking
82. Biting nails: anxiety, stress, or sensory seeking
83. Picking at skin/clothing: anxiety, sensory seeking, or self-stimulation
84. Twirling hair: self-stimulation or sensory seeking
85. Tapping feet/fingers: restlessness, stimulation, or self-regulation
86. Wringing hands: anxiety or discomfort
87. Covering eyes/ears: sensitivity to light/sound or self-protection
88. Flapping arms: excitement, overstimulation, or self-stimulation
89. Banging head: frustration, self-injury, or sensory seeking
90. Slapping face: frustration, self-injury, or sensory seeking
91. Hitting self: frustration, self-injury, or sensory seeking
92. Pulling hair: frustration, self-injury, or sensory seeking
93. Holding breath: protest, anxiety, or sensory seeking
94. Grunting/groaning: discomfort, frustration, or effort
95. Humming: self-stimulation, self-soothing, or concentration
96. Clicking tongue: self-stimulation or sensory seeking
97. Snorting: sensory seeking or reaction to stimuli
98. Gulping: difficulty swallowing or seeking oral input
99. Licking lips: sensory seeking or self-stimulation
100. Blinking rapidly: overstimulation, discomfort, or reaction to stimuli
101. Wrinkling nose: disgust, rejection, or sensitivity to smells
102. Furrowing brow: confusion, concentration, or discomfort
103. Cocking head: curiosity, interest, or processing information
104. Shrugging shoulders: uncertainty, indifference, or lack of understanding
105. Curling into a ball: self-soothing, comfort-seeking, or overstimulation
106. Rocking back and forth: self-soothing, stimulation, or self-regulation
107. Swaying side to side: self-soothing, stimulation, or self-regulation

Tips for Communicating with a Nonverbal Autistic Child

Nonverbal Autism

Creating a meaningful communication system with your child is paramount for parents, carers, teachers etc, it enables them to understand and respond to a child’s needs. Some children with autism spectrum disorder (ASD) are non-verbal or have significant SLCN (Speech language and communication needs). This doesn’t diminish their desire to communicate; rather, they express themselves through movements, sounds, and body language cues.

Non-verbal autistic children can communicate through various means:

• Sign Language or Makaton: Utilising sign language or symbol-based communication systems.
• Motor Gestures: Clapping, blinking, pointing, and other physical cues.
• Symbol Exchange: Including PECS
• Sounds: Expressing emotions through vocalizations.
• Touch: Using physical contact to convey affection.
• Guided Interaction: Directing someone’s hand towards desired objects or activities.

Effective Autism Communication Strategies

1. Join in with Non-verbal Cues

Utilise universal body language cues such as hand gestures and eye contact to facilitate communication. Exaggerating these cues while interacting with the child helps teach them essential non-verbal communication skills.

2. Imitate to Build Mutual Respect

Demonstrate engagement and acceptance by imitating the child’s sounds and actions. This approach is sometimes known as Intensive Interaction and can, when done in a neurodiversity-affirming way, develop a sense of connection and trust, encouraging reciprocal communication.

3. Flashcards

Flashcards can aid in understanding the child’s emotions and needs. They can also be used to teach new words by associating images with corresponding objects or actions in the environment.

4. Maintain Verbal Communication

While focusing on non-verbal cues, continue to use verbal communication around the child. Exposure to speech is vital for language development, even for non-verbal individuals.

5. Incorporate Sign Language or Makaton

Learn and practice sign language or Makaton to enhance communication. These systems not only enable non-verbal children to express themselves but also facilitate interaction with others who use similar communication methods.

6. Implement Communication Passports

Create communication passports detailing the child’s communication preferences and needs. These documents help family, friends, and the broader community understand and support the child’s communication journey.

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Q&A Section

Q1: How can I encourage verbal communication in a non-verbal autistic child?

A: Verbal communication can be encouraged in non-verbal autistic children by maintaining a supportive and communicative environment, incorporating speech into daily interactions, and seeking guidance from speech therapists for specialized strategies.

Q2: Are there any specific techniques to enhance non-verbal communication skills?

A: Yes, strategies such as using visual aids like picture schedules, implementing structured routines, and utilizing technology-assisted communication devices can help enhance non-verbal communication skills in autistic children.

Q3: What should I do if a non-verbal autistic child exhibits challenging behaviours during communication attempts?

A: Addressing challenging behaviours requires patience, understanding, and proactive strategies. Employ positive reinforcement, implement visual supports to clarify expectations, and use a tool like the QABF to try and work out the function of the behaviour or action displayed.

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Meta Description: Discover effective strategies for communicating with nonverbal autistic children, including non-verbal cues, flashcards, and sign language. Explore engaging activities to foster interaction and support their communication journey.