Every Message Matters:
Building Communication Pathways for Learners with Extensive Support Needs
Janet Sanchez Enriquez, PhD, BCBA-D, LBA
When Diego, an energetic and curious 8-year-old, joined his new classroom, it was clear from the beginning that he had a lot to share, even if he didn’t have vocal verbal speech.
At first, he communicated by pulling an adult’s hand toward the snack cabinet, tapping on the classroom door when he wanted to go outside, or turning his head away when in a large group activity. He lit up during music time and often hummed along, swaying with joy. But when asked a question, Diego typically remained quiet, looking down or away, and sometimes even walked away. Some adults mistakenly labeled these moments as “noncompliance” or “inattention.”
His teacher, however, chose to look closer.
With support from a team that included a speech language pathologist and a behavior analyst, they began identifying patterns. Diego pointed to objects he wanted, followed visual cues, and showed preference by lingering near favorite items or people. Instead of waiting for interfering behavior (e.g., crying, pulling away, dropping to the floor, etc.) to escalate, they used these observations to create a plan, introducing picture symbols, offering choices, and modeling how to use simple icons to request his favorite things like gold fish, ask for a “break,” or go to the music room.
Over time, Diego began independently handing over symbols to request breaks, preferred items, or activities. He even started smiling after using the picture symbols with staff. His interfering behavior lessened. His engagement and participation in activities increased. He wasn’t using spoken words, but he was absolutely communicating.
Communication Is More Than Speech
For many learners with complex needs, including those with autism or multiple disabilities, spoken language may not emerge or may be very limited. But communication isn’t just about talking. It’s about making choices, expressing preferences, and connecting with others.
This can include pointing, using symbols, pressing a button on a speech device, handing over a picture card, or even looking meaningfully at an object. The challenge is to make sure we are equipped to recognize these bids for communication, and respond in a meaningful way.
Why Early Communication Support Matters
Children who don’t have consistent ways to express themselves often experience challenges. This can lead to increased withdrawal, or interfering behavior, not because they are “noncompliant,” but because their needs aren’t being met or understood.
Research in special education and communication science shows that proactively teaching communication skills, especially with supports like picture exchange systems or speech-generating devices, can dramatically reduce challenging behavior and increase engagement.
But here’s the catch, the earlier we start, the better. Waiting until a problem occurs often delays progress and limits access to meaningful learning opportunities.
The image is an AI-generated recreation.
Generated using [ChatGPT4o], AI-assisted illustration.
What Caregivers and Educators Can Do
The good news? You don’t need to be a specialist to support a child’s communication. Small, consistent practices can make a big difference:
- Acknowledge all attempts to communicate
If a child points, gestures, or hands you something, respond as if they just spoke. “You gave me the paint, would you like to paint?” - Be patient and give time
Learners who use alternative communication systems often need more time to process and respond. Waiting 30–45 seconds can feel long, but it shows respect and builds independence. - Model language using their system
If a child uses picture symbols or a device, point to and use those tools yourself. Show them how language works. - Create predictable communication opportunities
Build routines where communication is expected and encouraged, like choosing snacks, picking books, or greeting peers. - Partner with families and other team members
Consistency across settings: home, school, community—is key. Share strategies and celebrate successes together.
Generated using [ChatGPT4o], AI-assisted illustration.
A Final Reflection
When we shift our mindset from “speech” to “communication,” we begin to see possibilities instead of limitations. Children like Diego don’t need to be “fixed”, they need to be taught an effective method and be understood. And with the right support, every child can find their voice, in whatever form it takes.
Let’s commit to making every message matter.
Want to Learn More?
Recent studies by Reichle et al. (2019) and Pennington et al. (2021) emphasize that communication interventions for children with significant support needs must be individualized, evidence-based, and embedded within everyday routines. These articles provide clear strategies for recognizing, modeling, and reinforcing functional communication while reducing reliance on reactive behavior management. Both highlight the importance of collaborative planning across caregivers, educators, and therapists to ensure meaningful outcomes.
The image is an AI-generated image.
Generated using [ChatGPT4o], AI-assisted illustration.
For More Information Contact: Janet Sánchez Enriquez
Dr. Sánchez Enriquez is a behavior analyst and educator dedicated to supporting effective, evidence-based autism services. She serves the community with a focus on advancing accessible, family-centered practices that promote positive outcomes for all learners and their support networks.
📧 Email:[email protected]