Natural Ways to Foster Learning and Connection in Children with Autism
- Yuliya Tkachenko
- Feb 3
- 3 min read
Parents whose child has been diagnosed with Autism Spectrum Disorder (ASD) often ask, “How can I connect with my child?” This is a valid question, as the challenges associated with ASD are primarily social and communicative in nature.
Typically developing children learn about the world by interacting with objects (often toys) and engaging with their caregivers. For example, a toddler might pick up a bright red toy with rotating parts, bring it to a parent, and show it to them. The parent might respond with a smile and say, “Oh, it’s a firetruck!”, perhaps even mimicking the sound of a siren. This interaction may be repeated several times throughout the day, reinforcing the child’s understanding of the object. Importantly, the parent is not directing the learning, but following the child’s lead in exploring the world. Children with ASD may pick up the same firetruck and focus intently on the rotating wheels, seemingly unaware of the parent sitting nearby.
Naturalistic Developmental Behavioral Interventions (NDBIs): A Bridge to Connection
Naturalistic Developmental Behavioral Interventions (NDBIs) can offer valuable guidance to parents seeking meaningful ways to connect with their child. These interventions integrate principles of behavioral learning with insights into developmental milestones.
Research indicates that “young children with ASD follow developmental paths that are more similar than different from typically developing peers” (Tager-Flusberg et al. 1990; Lifter et al. 1993; Mundy et al. 1987 in Schreibman, 2015). NDBIs emphasize the importance of developmental readiness, suggesting that when teaching new skills, parents should consider their child’s developmental age rather than chronological age. For instance, one of the earliest developmental actions is grasping and holding objects. As children grow, they begin to perform differentiated actions based on the type of object (e.g., rolling a ball or car, stacking blocks, or bouncing a ball (but not a car)).
Therefore, if a four-year-old (chronological age) is just beginning to explore differentiated actions (skill level of a child developmentally much younger) and shows interest in rotating objects, parents should engage at that level. They might take turns spinning the wheels of a firetruck, gradually introducing other toys with similar rotating features to expand the child’s interests. As the child’s repertoire grows, so does the opportunity to introduce new objects and actions. Studies show that respecting a child’s developmental pace enhances the acquisition, generalization, and retention of new skills.
Creating a Positive Learning Environment
Another key element of effective learning is creating an environment rich in fun, affection, and supportive interactions. Here are some simple steps parents can follow:
Let the child choose the toys - Children know what interests them best. Following their lead makes engagement more natural.
Imitate the child’s actions - Mirror how your child plays with their chosen objects. This shows appreciation for their interests and removes pressure to perform unfamiliar actions. For example, if your child spins the wheels of a firetruck, join in. This shared activity can lead to smiles, eye contact, and even turn-taking.
Support skill development gradually - Introduce toys with similar features or demonstrate new actions using familiar objects. Allow your child time to observe and process. Repetition is key as skills often emerge after multiple exposures.
Looking Ahead
In our next post, we’ll explore the behavioral principles that make NDBIs so effective. If you’d like to learn more about these evidence-based approaches, we recommend reading:Schreibman, L. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428.
Read the full article here.
References
Lifter, K., Sulzer-Azaroff, B., Anderson, S. R., & Cowdery, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17(2), 139-159.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of autism and developmental disorders, 17(3), 349-364.
Schreibman, L. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428
Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A. (1990). A longitudinal study of language acquisition in autistic and Down syndrome children. Journal of autism and developmental disorders, 20(1), 1-21.
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