Supporting children in building strong communication skills is one of the most important steps we can take to reduce frustration and promote independence. For families of Autistic children—or any child experiencing challenges with language and communication—the article “Promoting Functional Communication Within the Home” by Andy Bondy, Catherine Horton, and Lori Frost offers both practical strategies and hope.
Written during the height of COVID-19, when parents and caregivers were shouldering even greater responsibility at home, this piece breaks communication down into nine critical domains of functional skills. Each domain is paired with real-life examples, common challenges, and actionable strategies for parents to use in everyday routines.
The nine domains include:
1. Requesting Reinforcers
2. Requesting Assistance
3. Requesting a Break
4. Rejecting
5. Accepting
6. Responding to “No” or “Wait”
7. Following Directions
8. Following a Schedule
9. Transitions
The article also provides a skill checklist designed for families to identify communication gaps and prioritize which skills to teach first. This practical tool not only helps parents target meaningful growth but also fosters consistency across settings.
One of the most valuable insights from the authors is the connection between communication breakdowns and challenging behaviors. Too often, families focus on addressing behaviors without realizing they may stem from unmet communication needs. By teaching functional communication, parents can reduce frustration, build confidence, and ultimately see a decrease in these challenging behaviors.
For families, caregivers, and professionals alike, this article is a reminder that effective communication is not only about words—it’s about empowerment, connection, and quality of life.
If you support children with communication needs, I highly recommend adding this article to your reading list.
Bondy, A., Horton, C., & Frost, L. (2020). Promoting functional communication within the home. Behavior Analysis in Practice, 13(2), 321–328. https://doi.org/10.1007/s40617-020-00439-6
