The Nonverbal Child and the Communication of Sounds and Noises

The Nonverbal Child and the Communication of Sounds and Noises

When working with a nonverbal child, we always begin by giving him ways to communicate his basic needs. It is important that the child can tell us if they are hungry, thirsty, or need to use the bathroom. Next, we encourage the child to express what they want, such as needing help with their coat or asking for a red crayon. However, once a nonverbal child can make requests independently, it becomes essential to continue developing their communication skills by helping them express what is happening around them. Do they want to tell us they saw a squirrel outside or heard a bird singing? Sharing information is extremely important in helping a child feel understood, even if they cannot express themselves verbally.

A sensory reality to consider

Before intervening, it is essential to understand that children with autism spectrum disorder, for example, do not perceive sounds in the same way as other people might. Some children are hypersensitive, meaning they hear details others may not notice. Others are hyposensitive, meaning they may not react much to sounds and may seek out auditory stimulation.

In both cases, the challenge is not only hearing sounds, but making sense of them and most importantly, being able to share that information. A child who feels understood will be more likely to engage in interactions, be open to learning, and feel confident in their attempts to communicate.

Communicating what is heard: a key step

Interventions with nonverbal children often focus on requests (“I want,” “I need”), which is an essential foundation. However, communication goes beyond that.Communication also means sharing an experience, drawing someone’s attention or commenting on the everyday environment.

When a child points to an image or object to say “I hear a dog” or “I hear a bell,” they are engaging in social communication. They are not asking for something, but rather they are sharing information. This skill is important for developing relationships with adults and peers, while also strengthening the child’s sense of being heard and understood.

Activities adapted for nonverbal children

Here are two fun and engaging activities that can encourage nonverbal children in a childcare setting to communicate what they hear. These follow the same objective: expressing sounds.

Activity 1: Match the sound to the right object

Objective:

Help the child identify a sound and communicate it by selecting the correct object.

Materials: A small set of familiar objects, 2 of each (toy cars, spoons, keys, small bells, etc.)

Procedure: Place a few objects in front of the child. Then produce a sound associated with one of them. For example, shake a set of keys to make a jingling sound.

Invite the child to choose or point to the object that matches the sound. At the beginning, the child may need support. The educator can model the action by pointing to the correct object and encouraging imitation. When the child responds correctly, immediately reinforce:

“Yes! The keys!”

Adaptations: Start with two very different sounds and gradually increase the number of choices. Repetition helps the child feel successful and build confidence. Also, you can start this activity by showing the object that you are shaking, like the keys, to make the activity much easier. Once the child understands the concept, hide the object behind your back or behind a box to hide it from the child.

Activity 2: “What do you hear around you?”

Objective: Encourage the child to identify everyday environmental sounds and communicate them.

Materials: Photos representing common environmental noises (e.g., vacuum, water running, footsteps, a baby crying, a bird singing, door knocking)

Procedure: During daily routines, the educator draws attention to a real sound. For example, when she hears a bird singing she pauses and says, “Listen!” Present a few pictures and encourage the child to point to the one that matches what they hear, like in this case, the bird. If needed, guide the child by briefly pointing or narrowing choices. Then confirm:

“Yes! There is a bird singing!” Over time, the child can begin to initiate this by pointing to a card when they hear a sound without prompting.

Why these activities matter

Both activities share the same goal: helping the nonverbal child communicate what they hear, not just recognize it. They support auditory attention, understanding of environmental sounds,

functional communication, social interaction through shared experiences and supporting communication in everyday life.

To further encourage this skill, it is very helpful to make sound-related picture cards easily accessible to the child throughout the day. These cards might represent familiar sounds such as:, a baby crying, a bird chirping, a dog barking, a bell ringing, a door closing, running water and phone ringing.

When these visuals are placed in an accessible location such as a visual board, binder, or bin, they become a communication tool the child can use spontaneously, without waiting for structured activities. Over time, the child may begin to independently select a card to show what they hear. This approach encourages more natural, meaningful communication rooted in the child’s real experiences. It allows them to share discoveries, capture attention, and feel understood even without spoken language.

By expanding communication beyond basic needs and into shared experiences like sounds, we give nonverbal children a richer way to connect with the world and with us.

By Jennifer Geigel