Communication is Dynamic Part 2

In Part 1, I explained the broadband process of communication. Here, I will explain how it affects children with autism spectrum disorders.

When talking on the phone, you have lost the ability to gather information from your speaking partner’s facial expressions, gestures, and body language. You are still able to hear the words they are saying, as well as use cues from their tone of voice and loudness to aid in processing the information being presented; but it can be a challenge. This becomes even more difficult with e-mail. You are unable to use any of the non-verbal cues that are crucial for accurate interpretation of messages. How often do you read an e-mail and begin thinking about it in one way, only to find out that isn’t how the sender intended the message at all. This can be a very frustrating experience.

I compare the communication abilities of children with autism spectrum disorders to the process of trying to communicate through e-mail. You can be fairly successful at this form of communication when you know someone well, which is also true when communicating with people with autism spectrum disorders. When you are unfamiliar with the person on the other end of the e-mail, it is easier to have miscommunication unless you are talking about factual information or have the same frame of reference. Children with autism spectrum disorders have difficulty in processing and using broadband communication. As a matter of fact, this difficulty is one of the core deficits of autism: known as experience sharing communication. While they can be very effective at talking about special interest areas or presenting factual information, they often miss the social aspect of communicating. They have not learned the process by which we share our experiences in a dynamic back and forth exchange; this is the essence of experience sharing communication. Often times, they miss the non-verbal cues that let us know when our listener is not understanding or no longer interested. Children on the autism spectrum have difficulty in interpreting more than one mode of communication at a time. They are single band processors. This means that if they are hearing the words you are saying, they are not able simultaneously to read facial expressions and gestures, or interpret the tone of your voice. Without the ability to process multiple bands of communication, it becomes increasingly hard to respond in a meaningful way.

Helping children on the autism spectrum to begin using experience sharing communication and become broadband communication processors must be a top priority in treatment. This is one of the ways that the Relationship Development Intervention® Program works to remediate this core deficit of autism. Improving the ability to communicate meaningfully is a necessary component of improving a person’s quality of life.