The document outlines 11 modules on autism spectrum disorders for child care training. It focuses on communication challenges for children with ASD, including some who do not talk, some who are difficult to understand, and some who repeat words. It provides tips for communicating effectively, such as using visuals, simple words, and avoiding fast speech or talking about a child's behaviors while they are upset. The overarching message is that caregivers need to consider how their own communication could create problems and watch what and how they communicate.

1. The Basics of Autism
Spectrum Disorders
Training Series
RAAC Training Committee

2. Child Care Training Series
Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Early Signs of Autism
 Module Three: Physical Characteristics of Autism
 Module Four: Cognition and Learning in Autism
 Module Five: Autism and Sensory Differences
 Module Six: Communication and Autism

3. Child Care Training Series
Modules
 Module Seven: Behavior Challenges and Autism
 Module Eight: Understanding Behavior in Persons
with Autism
 Module Nine: Functional Behavior Assessment
 Module Ten: Autism and Leisure Skills to Teach
 Module Eleven: Safety and Autism

4. Big Idea
Communication may be very
difficult for the child with
ASD.

5. Communication
 Some children with ASD do not talk
They may use sign language to communicate.
They may use pictures to communicate.
They may use a device that talks for them.
 Some children with ASD talk but are hard to
understand.
They may get upset if you don’t understand them.

6. Communication
Some children with ASD may repeat what you say.
If you say, “do you want juice,” they may
repeat what you said. This is called Echolalia.
This may be their way of saying yes.
It might mean that they did not understand
what you said.
It may happen more often when the child is
nervous or upset.

7. Communication
Some children with ASD have a hard time
making choices.
Some children say “yes” to almost every choice
you give them, even if they don’t want it.
Some children say “no” to almost every choice
you give them, even if they want it.
Some children almost always choose the last
thing you said to them. For example: if you
say, “do you want crackers or cookies,” they
may say “cookies” even when they want
crackers.

8. Big Idea
For children who have difficulty
making choices, we need to help them
by showing them pictures, drawings,
logos or the actual items.

9. Communication
 Just because the child can say something, it doesn’t always
mean they understand what they are saying.
 Just because the child with ASD has done something
before, doesn’t mean that they will be able to understand
what is going to happen the next time.
 Children with ASD usually need pictures to help them
understand what is going to happen.

10. Communication
Some children with ASD have trouble
understanding certain words
time words such as “later,” “tomorrow,”
“after while.”
feeling words such as “share” or “be nice.”
sayings such as “shake a leg.”
slang words such as “cool.”
We have to “watch our language” and make
sure the child understands what we are
saying.

11. Communication Tips
• Use visuals – such as pictures to help the child
understand.
• Say things using simple words.
• Don’t talk too fast.
• Never talk about behaviors with the child while
they are upset.
• Never talk about the child with ASD to someone
else, as if the child weren’t there or as if they
can’t understand what you are saying.

12. Big Idea
We could be the communication
problem. We need to watch what
we say and how we say it.