As practitioners dedicated to creating the best outcomes for children with autism and complex needs, it is crucial to explore innovative methods to enhance their communication skills. A recent study titled "The Development and Feasibility Study of a Multimodal ‘Talking Wall’ to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School" provides valuable insights into one such method.
The 'Talking Wall' is a multimodal tool designed to help children express their preferences and emotions. Over a six-month period, researchers trialed this approach in a specialist residential school in England, focusing on three key themes:
- Supporting the expression and evaluation of emotions underlying preferences.
- Recognizing the impact of transitions on children with autism.
- The crucial role of familiar adults in interpreting communication bids.
One of the significant findings from the study is the importance of a personalized, whole-group approach. Staff noted that while structured environments help reduce anxiety, they can also limit free expression. The 'Talking Wall' offers a way to balance structure with open-ended choices, enabling children to express their true preferences.
Another key takeaway is the need for immediate expression. Children with autism often struggle to recall and articulate their feelings about past events. Therefore, incorporating tools like instant cameras can help capture and document emotions in real-time, making the 'Talking Wall' more effective.
Additionally, the study highlights the importance of training for supporting adults. Familiar adults who understand the children's nonverbal cues and emotional states can significantly enhance the effectiveness of the 'Talking Wall'. Staff training should focus on interpreting these cues accurately and modeling emotional language.
Despite its promise, the 'Talking Wall' approach also has its challenges. For instance, the fixed location of the walls can make it difficult to capture emotions experienced during activities outside the immediate environment. Portable solutions, such as electronic devices, could address this issue but may lose the tactile engagement that physical objects provide.
In conclusion, the 'Talking Wall' shows great potential in facilitating the voices of young people with autism and complex needs. However, further development and evaluation are needed to address its limitations and maximize its benefits. Practitioners are encouraged to implement this approach in their settings and contribute to ongoing research to refine and optimize its use.
To read the original research paper, please follow this link: The Development and Feasibility Study of a Multimodal ‘Talking Wall’ to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School.
