Part 1: Best Practices for Working with Young Children on the Autism Spectrum Who Are Nonspeaking

This workshop emphasizes understanding that all behavior is a form of communication for nonspeaking children on the Autism Spectrum. Participants explore how to interpret communicative purposes behind behaviors and implement strategies that promote self-regulation and positive engagement. The session includes the use of behavioral and sensory-integration activities, offering educators concrete methods to better support nonspeaking students. Educators leave with classroom-ready resources that can be applied immediately to enhance communication and learning outcomes.

• Misinterpretation of behaviors displayed by nonspeaking children on the Autism Spectrum.
  
  
• Limited strategies among teachers to support self-regulation and sensory needs.
  
  
• Challenges in fostering meaningful communication when speech is not present.
  
  
• Lack of practical tools for immediate classroom application to address behavioral and communicative needs.

1. Understanding Behavior as Communication
   Participants will learn to identify the communicative purposes of common behaviors in nonspeaking children, helping to reframe challenging behaviors as meaningful communication.
   
   
2. Applying Self-Regulation and Sensory Strategies
   Educators will practice implementing sensory-integration activities and behavioral supports that promote calmness, focus, and engagement in nonspeaking students.
   
   
3. Using Practical, Ready-to-Apply Tools
   Teachers will gain access to strategies and resources they can apply right away to improve classroom interactions, enhance student participation, and create supportive learning environments for nonspeaking children.