Working with Non-speaking children

In this informative video, Prashanthi Vankamamidi shares her experiences of working with non-speaking children. She draws experience from her strength as a Rapid Prompter Method (RPM) practitioner and talks about different creative techniques to work with children.

Prashanthi is a parent to a 15 year old on the spectrum and has been associated with Nayi Disha for the past several years.

It’s not all about talking

Prashanthi sends a powerful message by reminding that communication is not only about talking. 

As parents, we want the best for our children and are eager for them to speak. However, we often overlook other alternative communication modalities that can help them in communicating effectively..

Alternative communication modalities include Augmentative or alternative communication (AAC) devices, sign language, picture cards or writing and typing.

She reiterates the importance of introducing different means of communication by drawing a parallel to how we too engage in different communication methods and do not always speak.

Parents: the best models

Having worked extensively with her child, Prashanthi rightfully points out that parents can be the best models for their children. 

For that, it is important that we try to enter their world to encourage any method of meaningful communication.

Remember! Choose any method that suits your child, but it is important to first understand the method completely so that we can effectively demonstrate the same to our children. 

Trust the process

We often forget that it’s the teaching that’s important and not the result. 

It is important to teach the child and allow them the opportunity to learn at their own pace. Hurrying them into giving answers will not be fruitful. 

Prashanthi therefore urges parents to focus more on the process itself rather than looking for quick answers.

The Rapid Prompting Method (RPM): a peak

This method encourages communication by first presenting a question that is followed by prompts to help the child to arrive at a response. 

This is supported by the use of alphabet boards by the therapist in an attempt to facilitate communication.

Drawing from her experience as an RPM practitioner, Prashanthi shares an example of using RPM. 

Here, she poses a question -”Where is the fox?” 

The expected response from the child -box- is guided by prompting through boards with the correct response. 

The child would need to identify and find the correct response. 

The level of difficulty can gradually be increased, as the child becomes more confident.

Prashanthi highlights the importance of this method as it encourages the child to communicate without being overwhelmed.

Prashanthi opines that lack of motivation and understanding often leads to the child being uninterested in communicating. Working on these areas with the help of RPM,  and providing meaning to the conversation may be successful in engaging the child in meaningful conversations.