Non-Verbal vs. Non-Vocal: Understanding the Difference and How to Implement It in ABA
Heyyy BCBA Ruby here!
As behavior analysts, we often focus on communication as a core part of the work we do. Whether it's supporting individuals who have challenges with verbal expression or working with non-speaking individuals, communication is at the heart of many interventions. But one important distinction that sometimes gets lost in the shuffle is the difference between non-verbal and non-vocal communication. Understanding this difference can make all the difference in how we implement interventions and support learners in achieving their communication goals.
Non-Verbal vs. Non-Vocal: What’s the Difference?
At first glance, it may seem like non-verbal and non-vocal communication are the same thing, but there’s a subtle but crucial difference. Let’s break it down:
Non-Verbal Communication: This includes all forms of communication that don't involve words or vocal sounds. It can encompass body language, facial expressions, gestures, eye contact, posture, and even physical proximity. Essentially, non-verbal communication is everything we do to convey a message without speaking.
Non-Vocal Communication: This refers specifically to communication that does not involve the use of vocal sounds or speech, but it may still involve other forms of vocalization, such as grunts, noises, or humming. Non-vocal communication can include sign language, communication devices, or even facial expressions, as long as it doesn’t rely on speech itself.
Why the Difference Matters
Understanding the difference between these two types of communication is vital in the context of ABA because they each require different strategies for support and intervention.
For example, a child who communicates through gestures (like pointing or nodding) is using non-verbal communication. A child who uses PECS (Picture Exchange Communication System) or a communication device to communicate without vocalization is using non-vocal communication. By recognizing these distinctions, you can tailor interventions that best support the individual’s communication needs.
How to Implement Non-Verbal and Non-Vocal Communication Strategies
Now that we know the difference, let’s dive into how we can implement strategies for both types of communication in ABA.
1. Supporting Non-Verbal Communication
Non-verbal communication is often the first mode of communication that we observe in children. It’s important to support and acknowledge these forms of communication early on. Here’s how you can implement non-verbal communication strategies:
Observe and Respond to Body Language: Always be mindful of the learner’s body language, facial expressions, and gestures. For example, if a child points to something they want, acknowledge that gesture with a response, even if they aren’t using words. Reinforce non-verbal communication by modeling the appropriate verbal response, like saying, “You want the toy!” and giving them the toy. This teaches the child that their non-verbal cues have value and meaning.
Model Alternative Forms of Non-Verbal Communication: If a learner isn’t using gestures, you can teach them new ways to communicate non-verbally. For example, you can teach a child to point, use sign language, or even communicate through picture cards. It’s important to ensure that these alternative forms are functional and can be understood by others.
Non-Verbal Prompting: Sometimes, non-verbal cues can be used to prompt behavior. For example, if a child is unsure how to complete a task, you can use a visual prompt (like a picture or gesture) instead of giving verbal instructions.
2. Supporting Non-Vocal Communication
Non-vocal communication is particularly important for learners who may have difficulty producing speech but can still communicate effectively through other means. Here's how to implement non-vocal strategies:
Picture Exchange Communication System (PECS): One popular non-vocal communication system is PECS, which teaches individuals to communicate using pictures or symbols. For example, a learner might use a picture of a cookie to request one. The beauty of PECS is that it helps learners make requests, share information, and even express feelings or preferences without needing to speak.
Communication Devices: Some learners benefit from using speech-generating devices (SGDs) or tablet apps designed to support communication. These devices allow the learner to select pictures, symbols, or even typed words to create a message. As a behavior analyst, you can help the learner get familiar with the device, practice selecting appropriate images or words, and reinforce their communication attempts.
Sign Language: While some learners may use sign language as a form of non-vocal communication, it’s important to provide instruction and reinforcement in a consistent and systematic way. Start with simple signs for common requests like “eat,” “more,” or “help,” and gradually increase the complexity. Reinforcing correct usage of signs will encourage the learner to continue using them to communicate effectively.
Eye Gaze or Head Nod: For some individuals, especially those with physical limitations, using eye gaze or head movements can be an effective way of communicating. You can help a learner use eye gaze to indicate “yes” or “no” in response to questions. Reinforcing these behaviors is important to help the learner feel understood and validated.
3. Respecting Individual Differences
Remember that each individual is unique, and what works for one learner may not work for another. Respecting the individual’s preferences and abilities is key. Some may prefer non-vocal communication through a device, while others may prefer non-verbal communication through gestures or facial expressions. It's important to regularly assess the individual’s strengths, preferences, and needs to create a personalized communication plan that works best for them.
Final Thoughts
Understanding the distinction between non-verbal and non-vocal communication is crucial for successful intervention. Whether you’re supporting a learner who uses gestures, a communication device, or sign language, being mindful of how they communicate—and providing appropriate support—can make all the difference in their progress.
By valuing and reinforcing all forms of communication, you help empower learners to express themselves, advocate for their needs, and build meaningful connections with others. So, the next time you work with a learner, take a moment to appreciate how they communicate, and remember that every form of communication is valid and important.
