Helping Learners with Autism Who Have English as a Second Language: The Power of Non-Verbal ABA Strategies
A Personal Story from Dr. Autumn Flick
I remember working with a learner whose family was deeply concerned about their autistic child learning English. The mother wasn’t just worried about their ability to learn English—she also feared that her child might lose the ability to speak their home language, which was vital for engaging with their community. During our sessions, the mother often sat in another room, studying English while I worked with her child.
Before long, something incredible happened: the child quickly started learning English, and this helped the mother in her studies, too! The family was amazed at how fast the child picked up both languages. Now, many years later, this learner is fully bilingual and knows when to switch between English and their home language.
This experience highlights how powerful non-verbal teaching methods can be, especially for learners with autism who are also navigating two languages. At Orchid Academy, we rely on these methods to help students thrive in both languages.
🌟 Why Non-Verbal ABA Teaching Techniques Work
Many children with autism are visual or kinesthetic learners—they often communicate in ways that don’t rely on spoken words. When these students are also learning English as a second language, it can be overwhelming to rely only on verbal instruction. ABA non-verbal teaching methods tap into their strengths, making learning more accessible and less stressful.
We use tools like:
📸 Visual Aids: Pictures, symbols, and icons that help learners connect objects and actions with words in both English and their home language.
✋ Gestures & Body Language: Simple actions like pointing or hand signals to reinforce word meanings without relying on verbal language.
🖥️ Assistive Technology: Devices or apps that allow learners to engage visually or through touch, making communication easier.
These strategies break down communication into manageable pieces, allowing learners to focus on understanding instead of feeling overwhelmed.
🌱 Building Basic Language Skills with Non-Verbal Tools
We use a variety of non-verbal tools to help our learners develop foundational language skills. Here’s how we do it:
🖼️ Picture Cards & Visual Supports: For example, we might use a picture of an apple labeled in both English and the child’s home language. This helps the learner make meaningful connections between the object and the words in both languages.
👋 Body Language: Gestures like thumbs-up, pointing, or head nods provide clarity. These non-verbal cues transcend language, making communication more intuitive.
📚 Bilingual Modeling: We introduce basic words and phrases in both languages, using pictures and gestures to reinforce meaning.
Through these tools, learners start building confidence and understanding in both English and their home language.
🚀 From Basic Language to Bilingual Proficiency
Once the foundation is set, we help learners move toward more complex language skills:
🏗️ Visual Sentence Structure: Using visuals, we teach sentence structure and grammar in both languages. This helps learners understand how to form sentences in English and compare it to their native language.
🔄 Code-Switching: Learners practice switching between languages based on context, like speaking English at school and their home language with family or in the community.
By reinforcing language in both English and their home language, learners grow into confident, bilingual communicators who can easily transition between the two.
🤝 The Role of Family and Collaboration
Family involvement is key! In the case of the learner I worked with, the mother’s active participation in her own English learning journey had a huge impact. At Orchid Academy, we encourage:
👨👩👧👦 Family Collaboration: We work closely with families to incorporate culturally relevant visuals and gestures.
🏠 Reinforcement at Home: Families help practice both languages, creating a strong support system for the child.
This collaborative approach strengthens the learner’s ability to communicate in both languages while staying connected to their community.
✨ Conclusion
At Orchid Academy, we believe that non-verbal teaching strategies open doors for learners with autism, especially those learning English as a second language. By using visual aids and gestures and collaborating with families, we help students become bilingual, empowering them to succeed both in school and in their communities.
