Communication [10:08]

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While individuals with ASD might have difficulties with communication, library settings can play an important role in facilitating speech development and information exchanges by exposing these students to other speaking people beyond their family. By engaging students in library activities, they're provided the opportunity to interact and communicate with others, thus exposing them to typical communication styles. To help, libraries can provide signage that is based on real world meanings rather than terminology that is library specific. For example, the connotation of circulation in a library is very different than the more general term of circulation. Using a sign that says check out is clearer and more specific. A simple graphic for check out would also be helpful not only to those with ASD but to other students as well.

Do an analysis of signage to look for unnecessary jargon and make a systematic effort to replace it. Group and partner work can be challenging so provisions need to be made for ASD students to either work with another student that they have been successful with or to work independently with their aid on activities and projects in the library. Their classroom teacher will be able to provide you with this information. Some individuals with ASD are less likely to be concerned with the interest of other people. Additionally, some individuals with ASD will talk about their areas of interest without understanding the interest level of others surrounding them. Try to get to know the interest of that person and encourage this in group environments.

Also remember that even if a student appears to be disengaged, this may not be the case. Instead, they might be engaging differently. Many individuals with ASD are literal thinkers. This is a challenge as typical conversations or exchanges make use of various types of language such as irony, sarcasm or figures of speech such as metaphors. If you tell a literal thinker that it is raining cats and dogs, imagine the confusion he or she might have. To better communicate verbally with individuals with ASD, remember to speak literally and avoid confusing figures of speech. Also be sure to only offer real choices when asking a question. For example, if hosting a class, do not ask a student if he or she wants to write on the board or read the next chapter. In doing so, though you expect the student to follow through, he or she might see this as a yes or no question which it is when phrased in that manner and they will tell you no.

Echolalia or repeating the words and phrases of another person is a common language characteristic that is shared by many people with autism. It has long been thought to be a nonfunctional automatic response but it can also serve as a communicative tool. In the library, students with ASD may echo words and phrases when they're asked a question that they do not understand but they may also echo and answer to show affirmation or as a processing strategy to help increase their own understanding. It can be thought of as a form of rehearsal as we all do upon entering the grocery store with no list, eggs, butter, cereal; eggs, butter, cereal.

Finally, people with language impairments and ASD may have a limited number of social communication strategies at their disposal and echolalia may be the person's best effort to remain in an interaction with you. But echolalia may also be helpful to librarians. As library staff get to know students on the autism spectrum, each staff member can use consistent communication with that student such as the same greeting and asking the same questions the same way. This is known as scripting and it's an effective means of increasing verbal communication for individuals with autism.

Librarians can use a verbal or a written script as a model which is practiced over and over before it's used in an actual situation. Individuals with ASD may draw unnecessary attention to themselves because of their atypical speech or conversational patterns such as a louder than expected volume or mechanical monotone speech. Speak softly to that person and your tone of voice may tone theirs down. Encourage communicative interaction in a common area where louder vocal volume will not be a concern. But always ensure the availability of a safe break space whenever possible.

Try using a consistent signal such as putting your index finger over your lips to signify when it's time to be quiet. You could implement the five point scale as developed by Kari Dunn Buron which might also help with volume control in the library. Examples of this can be found at www.fivepointscale.com. Another area of speech where those with ASD have difficulty is in questions and answers. Not only do questions vary in complexity, of vocabulary, and grammatical knowledge, they can also be socially loaded requiring a time pressured response that everyone is probably experienced as being put on the spot.

People with ASD may repeat words from a question, change a subject to something more comfortable for them, or they might ignore the query if they don't understand. There are some strategies that can help individuals respond to questions such as offering a choice rather than an open ended question: May I help you find a movie or open a computer game? Simplifying the question into a yes or no format may reduce the richness of the interaction but it may also decrease the processing load. Offer a great deal of wait time after asking a question and reduce the use of figurative language and the overall length of the question if possible. Use a polite statement instead of a question. For example: tell me more about your assignment and I will help you.

Avoidance of or limited eye contact with others is an obvious characteristic individuals with ASD may exhibit. Rather than thinking the person is being rude or avoiding you, it's important to understand that eye gaze is difficult and has been reported as uncomfortable by individuals with ASD. Sharing attention by looking at a book with the person or sharing the computer screen supports their interest, continues the interaction with you, and decreases the social effort necessary.

If you stay in one place while communicating, then you can let the other person find a comfortable distance from you. Continue to stay in one place while talking with the other person and let them adjust. Try to place a visual focal point such as a sign or a decorative object at the circulation desk. If a student with ASD approaches the desk with a question allowing them to look at a socially acceptable focal point decreases the awkwardness quotient dramatically for both the librarian and the student.

It would be negligent to describe communication in the library without mentioning the important role of books and reading. Librarians facilitate book clubs, provide leader advisory services, develop collections, and otherwise encourage reading on many different levels. To promote the value of books to individuals with ASD certain strategies might be implemented. Students of all ages with ASD might respond well to wordless books as they help to develop vocabulary and critical thinking.

Wordless books allow them to create stories as they go along and because there are no words, their interpretations are the right ones. Keep in mind that some children's stories might be difficult for those with ASD to comprehend. Books about animals that talk or children who can fly could present a challenge for the literal thinking child with ASD. Instead suggest books that use photographs for illustrations or those with real life situations based on facts. The nonfiction section is a great place to start for book recommendations as are books with predictable storylines or repetitive lines or themes. However many individuals with high functioning autism get absorbed in fantasy books and series. You might try introducing appropriate fantasy series to reluctant readers.

When you are assisting students who are learning how to use the computers to locate books and other resources, teaching them how to search for materials that directly relate to their favorite topics can be a motivating way for them to explore and increase their skills and independence. Another alternative is to try offering audio books or visual e-books to the reluctant reader. Listening to a good book or being able to interact with it on screen could introduce those with ASD to the joys of getting lost in a story. Series books may also appeal to them because they gain familiarity with characters and settings. Graphic novels have greatly increased in popularity in the last several years as well and they may enjoy them.

Activities

Library Communication

Context:

There can be many challenges in communicating with students with ASD. This lesson covers topics such as signage, literal thinking, echolalia, and speech and questioning challenges.

Instructions:

In Lesson 4, The Library Environment, you will do a more extensive space analysis. For now, focus on communication as discussed in this lesson. Nancy Everhart shares considerations when communicating with students with ASD. Perform a communication analysis of your library space. Consider the following issues presented in the lesson:

Signage — Does your signage use "real-world meanings" and simple graphics, and is it free of jargon?
Safe break space — Is there a place in your library where students can get away from the activity when necessary?
Focal point — Do you have a "socially acceptable focal point" at the circulation desk?
Books — What options do you provide: wordless, series, fantasy, graphic novels, nonfiction, predictable stories?

Entry ID: 2128756

Additional Resources

Annotated Bibliography.

About the Author

Nancy Everhart, PhD, is Professor, School of Information, at Florida State University. She earned a master's in educational media from the University of Central Florida and a doctorate in library science from Florida State University. Everhart is the primary investigator for the IMLS-funded Project PALS (Panhandle Autism Library Services), enabling librarians to better serve patrons on the autism spectrum. She is a past president of AASL, current co-chair of the National Board for Professional Teaching Standards revision committee, and in 2012 received the School Librarianship Award from the International Association of School Librarianship. Everhart is also the author of over 100 publications.

Select Citation Style:

MLA Citation

Everhart, Nancy. "Libraries & Autism. Communication [10:08]." School Library Connection, ABC-CLIO, April 2016, schoollibraryconnection.com/content/course/2009339?learningModuleId=2009336&topicCenterId=2247903.

Chicago Citation

Everhart, Nancy. "Libraries & Autism. Communication [10:08]." School Library Connection video. April 2016. https://schoollibraryconnection.com/content/course/2009339?learningModuleId=2009336&topicCenterId=2247903.

APA Citation

Everhart, N. (2016, April). Libraries & autism. Communication [10:08] [Video]. School Library Connection. https://schoollibraryconnection.com/content/course/2009339?learningModuleId=2009336&topicCenterId=2247903

https://schoollibraryconnection.com/content/course/2009339?learningModuleId=2009336&topicCenterId=2247903

Entry ID: 2009339