Functional Communication: Foundational Skills for Daily Life and Relationships

Functional Communication Matters for Everyone

Communication is more than just talking. It’s how we ask for help, share what we need, and connect with the world. For neurodivergent children, teens, and young adults, functional communication is the foundation that supports learning, independence, and relationships. Without it, daily life can feel confusing, frustrating, and isolating.

For Parents

“Why does my child struggle to tell me what they need?” Many parents face this worry daily. When children cannot express themselves, small challenges, like asking for water or telling you they’re tired, can quickly lead to frustration or meltdowns. Functional communication helps children share their needs and emotions clearly, reducing stress for both child and parent, and strengthening the parent–child bond.

For Educators

In the classroom, a lack of functional communication often shows up as behaviour challenges or disengagement. A student who cannot ask to go to the toilet, explain confusion, or request a turn may feel left out or act out. When educators support functional communication, they open doors for participation, learning, and peer connection. It’s not just a “nice-to-have”, it’s essential for every child to succeed.

For Individuals

Functional communication is the bridge between what’s inside our mind and what the world hears. Without it, opportunities in school, friendships, or jobs, can be missed. With it, we gain confidence to advocate for ourself, explain our ideas, and build meaningful connections. Communication isn’t about perfection, it’s about being understood.

The Foundation Skill

Functional communication is using any mode to express needs and ideas, from talking and writing to gestures, facial expressions, sign language or communication devices. For example, “I want that” or “I’m hurt” or pointing at a picture to convey a message. This basic skill typically emerges in infancy (babies point or cry, then say first words). By adulthood it includes all the ways we tell others our needs and feelings. In practice, functional communication may be verbal (speech), nonverbal (gestures, eye contact, body language), or aided by pictures, symbols or high-tech AAC devices.

Effective functional communication is vital for daily life. It lets us ask for help, share feelings, make choices and build relationships. When we can express what we think and feel, it nurtures confidence and strengthens bonds with family, friends and teachers. Conversely, without these skills people can’t easily say “I need water” or “That hurts”, so their needs go unmet. Over time this can erode independence and well-being – if we can’t communicate needs, we can’t get support or care, harming self-esteem and quality of life. When communication is limited or unclear, frustration and misunderstandings often follow. Children or adults who struggle to express needs may act out (tantrums, aggression) or shut down (withdraw, go silent) as a way to cope. For example, a child who can’t say “I need help” might scream instead.

Impact on mental health

Over time, these challenges can impact mental health: people may feel anxious, lonely or depressed if they’re constantly misunderstood. Even neurotypical children with minor speech delays can become frustrated, and in developmental disabilities like autism or DLD, the risk of social withdrawal or challenging behaviors is higher.

Communication skills matter at every age. In fact, everyone, baby, child, teen or grandparent, benefits when they can clearly share needs and feelings.

Functional communication is any mode to express needs and ideas.

Neurotypical vs. Neurodivergent Communication Styles

Neurotypical children generally acquire speech and social language in predictable ways, using typical turn-taking and gestures. Neurodivergent individuals (autism, ADHD, DLD, etc.) often communicate differently. For example:

They may prefer very direct or literal language and find idioms or sarcasm confusing.
They might use fewer gestures or avoid eye contact, and some learners are minimally verbal or non-speaking.
Those who are non-speaking often use alternative methods, e.g. writing, sign language, picture boards or speech-generating devices, to make themselves understood.
Some learners, while they have average vocabulary, they may struggle with the pragmatics of conversation (e.g. waiting their turn or staying on topic).
Learners with Developmental Language Disorder (DLD) causes lifelong difficulty understanding or using language. They might use very short sentences, leave out words, or get lost in long instructions.

When we can’t express ourselves easily, we will often become frustrated and withdrawn, even resorting to using challenging and socially unhelpful behaviours. It’s important to remember that neurodivergent communicators communicate differently. They often have unique strengths and just need the right supports to learn and be understood.

Strategies for Verbal and Non-Verbal Communicators

1. Create a communication-rich environment

Talk through everyday moments, narrate routines, ask open-ended questions, and encourage choices. For example, while preparing a snack, name actions (“Open the bread bag… slice cheese”), or during reading pause to let a learner comment on pictures.

2. Use visual cues

Picture schedules, choice boards or gesture prompts that match the learner’s routine. Consistency helps, using the same words and signs each day (like saying “first… then… next… last” at mealtime) facilitates ones learning of sequencing and new vocabulary.

3. Celebrate any attempt

If a learner gestures or says a word, respond warmly to show we understood (e.g. nod and repeat, “Yes, you want juice!”). This positive feedback encourages more attempts and reduces frustration.

4. Model and expand language

Even for non-verbal learners, we can model simple sign language or single words. We might sign “eat” when the learner is eating, or we might point and say “book” while showing a picture of a book. Over time, prompt the learner to try (even a head nod or a sound). For verbal learner, try expanding their utterances: if a learner says “ball”, you might say “Yes, big red ball!” to add information. This models more complex language in context. Games and play can be great opportunities, follow the learner’s lead and talk about what they’re interested in (“You drove the truck fast!”).

5. Routines

Meal time, bath time or dressing are also teachable moments: for example, sing a song about getting dressed or count steps (“Put on socks, then shoes”). Short, predictable routines make it easier for learners to practice specific words.

6. Use positive routines and play

Language grows when it’s tied to fun, meaningful activities. If a learer loves trains, play with toy trains and use train-related words (engine, track, stop/go). Use playtime to ask for help or make choices: “Do you want the red train or the blue car?” can teach requesting. Encourage turn-taking games (passing a ball and naming actions) to build conversational skills. And remember transitions (walking to class, lining up) are opportunities too: have the learner say or show “ready” before going out the door, or use a timer to indicate when one activity ends and another begins. These structured routines reinforce communication without the pressure of a “lesson.”

7. Seek guidance when needed

If communication seems delayed, early support can help. Speech language therapists can coach families in these strategies, tailoring them to each child. They might introduce social stories or visual frameworks (like PECS) and train parents on consistent cues. In schools, teachers can set up a predictable environment (visual classroom rules, peer-buddy systems) to give all learners a chance to communicate and connect. Over time, these structured strategies help replace frustration with success, learners learn that using their words or signs actually works to get what they need.

Functional communication matters at every age.

Areas for Augmentative and Alternative Communication (AAC) Use

1. Make AAC part of daily life

For non-speaking learners who use AAC, the key is integrating the device or pictures into everyday routines. Carry the AAC board or tablet wherever we go and look for chances to use it. For example, during a meal, if a learner goes to the pantry, we might model on the device by selecting “I’m hungry” or “drink” as we sit down.
During play, encourage the AAC user to request toys or comment.
Plan ahead: during familiar routines (getting dressed, walking to the bus), think of target words (like “ready,” “help,” or “hot”) and model them on the device when appropriate.
Repetition helps, the same phrases will come up in the same settings, making them easier to learn.

2. Encourage variety and fun

Communication shouldn’t feel like a test. Use the AAC system in social and enjoyable contexts, chatting with family at dinner, playing games, or even singing songs. For instance, during a car ride we might play “I Spy” using the AAC device (“I spy chair” with the symbol for chair).
When the learner is excited about an activity, prompt them to share that excitement with their AAC (“I like that” or “more” with the device).
Also, mix high-tech with low-tech: have picture cards or a simple letter board as backups for wet hands or battery issues.
Crucially, give enough time for the AAC user to find symbols or words; patience and encouragement make them more likely to use their tools.

3. Work on emotional language and social use

AAC isn’t just for requests, it can help express feelings and engage in conversation. Pair AAC use with social stories or emotion charts. For example, read a book about feelings and show the corresponding AAC symbols (happy, sad, angry).
Involving family members is important too. Encourage siblings and friends to learn basic signs or AAC symbols so the person using AAC feels included.
Consistent practice and positive reinforcement (praise or small rewards when they communicate effectively) will make the AAC system a natural part of daily life. Over time, the AAC user will gain confidence that they can be understood, reducing frustration and enriching their social world.

Join Us in Empowering and Connecting

When an individual screams instead of asking for help, it isn’t misbehaviour, it’s often a sign they don’t yet have the skills, the tools for functional communication. We may wonder “Why does my child act out, withdraw, or avoid speaking?” The answer might be that they’re missing one essential skill, functional communication.

Functional communication is more than words. It’s the key to independence, relationships, and confidence in everyday life. From ordering food in a hawker centre to asking a friend to play, functional communication shapes how we connect, learn, and belong.

Thats why at JSP, we believe communication is more than words, it’s empowerment.