How to Teach Communication Using Visual Cards

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Communication is a fundamental human need, but many children with autism—especially those who are nonverbal—face challenges in expressing themselves. Being nonverbal does not mean a child lacks wants, needs, or thoughts; it simply means they have not yet found an effective way to communicate. Many non-speaking children eventually develop speech or learn to communicate through Augmentative and Alternative Communication (AAC) systems, such as speech-generating devices or picture-based communication systems. When working with a young non-speaking child, it’s important to teach multiple modes of communication—including picture cards, spoken words, and even American Sign Language. Offering various options allows the child to choose the method that feels most natural, and from there, you can build and expand their preferred communication style.

Why Visual Communication Cards Work

Visual communication cards help children connect words to something tangible. For a child who is nonspeaking, pointing to a card is often easier than producing speech. When introducing this system, start with simple, highly functional words that meet basic needs, such as:

• Eat

• Drink

• Go

• Stop

• Help

Avoid adding phrases like “please” or “thank you” at first, and don’t worry about multi-word combinations. The goal is to make communication easy and effective before adding complexity.

Motivation Matters

Communication only happens when there is a reason to communicate. If a child isn’t hungry, they won’t request food. Always pair communication opportunities with motivation—for example, presenting a snack when teaching the word “eat.” This helps the child understand the purpose and value of communication.

Follow the Child’s Lead

Never force communication. Pushing too hard can make the process aversive and discourage the child from engaging. Communication should feel empowering—it’s about giving the child a voice and teaching self-advocacy.

Practical Tips for Using Visual Cards

• Keep cards accessible: Place them on a key ring, lanyard, or in multiple locations (doors, tables, walls) so the child can easily reach them.

• Durability matters: Cut cards before laminating for longevity.

• Consistency is key: Use cards across settings—home, school, therapy—to reinforce learning.

Evidence-Based Strategies for Teaching Communication

1. Modeling

Start by modeling without expectation. For example, if the child reaches for food, point to the “eat” card and say “eat.” This pairs the word, visual icon, and action naturally.

2. Least-to-Most Prompting

After modeling and pairing, use a least-to-most prompting hierarchy to promote independence. This is done by moving through each step of the prompt hierarchy until the child successfully points to the card. Wait 2–5 seconds between prompts:

• Independent: Give the child a chance to point to the card.

• Verbal: Say, “Point to eat.”

• Model: Demonstrate pointing to the card.

• Partial physical: Lightly guide the child’s elbow or wrist.

• Full physical: Use hand-over-hand assistance.

Once the child points to the card, provide enthusiastic praise, such as: “Great job! That tells me you want to eat!”

3. Differential Reinforcement

Differential reinforcement means to reinforce some behaviors, but not others. For example, if a child wants help to open something and they throw the item or scream, do not respond to the throwing or screaming behavior by opening up the item. Rather, use least-to-most prompting to help them to request "help" using a picture card. Once they successfully point to "help," then open the item for them. This way, the behavior of pointing to the "help" card is reinforced while screaming and throwing is not reinforced. This teaches that communication—not challenging behavior—gets results.

Final Thoughts

Learning to communicate takes time, patience, and consistency. Celebrate small successes and remember that every step toward communication is a step toward independence and empowerment.