Rethinking the Communication Pyramid: A Circle Model for Neurodiverse Learners

A model that prioritizes intentionality, connection, understanding, expression, and co-regulation, while emphasizing responsiveness over traditional hierarchies.

When you imagine how children learn to communicate, you might picture a pyramid: basic needs at the bottom, then gestures, single words, short phrases… and finally, full conversation at the top. This traditional model assumes a fixed sequence and a single path toward language.

But for neurodivergent children—especially autistic and non-speaking children—this approach can be limiting, and at times even harmful.

In this blog post, we explore a more inclusive way to think about communication: the Circle Model, inspired by researchers like Dr. Sarah Verdon and grounded in neurodiversity-affirming principles.

What’s Wrong with the Pyramid?

The traditional communication pyramid is:

• Hierarchical (you can’t move to the next stage until the previous is ‘mastered’)

• Linear (assumes everyone follows the same steps)

• Output-focused (prioritises spoken language)

This can leave neurodivergent children misunderstood or mislabelled as "delayed" when in fact, they are communicating—just in ways that fall outside this narrow frame.

Real-life example: A child who uses a tablet to request snacks, flaps when excited, and rarely speaks might be placed at the “bottom” of the pyramid. Yet this child is clearly communicating — with intent, emotion, and creativity!

Enter the Circle Model

The Circle Model of Communication reimagines communication not as a ladder, but as an interconnected cycle that includes:

• Intentionality

• Connection

• Understanding

• Expression (in many forms!)

• Co-regulation

• Responsiveness

Instead of progressing up, children are supported to deepen their communication experiences in a way that honours their strengths.

Sarah Verdon, a global leader in inclusive communication practices, advocates for models that:

• Embrace multimodal communication (AAC, body language, gesture, facial expression)

• Recognise that co-regulation and emotional safety are central to communication

• Place the child’s autonomy and identity at the centre

What the Research Says

🔍 A 2020 study by Verdon et al. in International Journal of Speech-Language Pathology challenged SLTs to rethink how we define communication competence—arguing for a broader, more inclusive lens that includes diverse voices and lived experiences.¹

🔍 Research also shows that alternative and augmentative communication (AAC) does not hinder speech development—in fact, it can enhance it by giving children a reliable, low-pressure way to express themselves.²

What This Means for Practice

Whether you’re a parent, educator, or therapist, here are ways you can apply the Circle Model:

For Parents:

• Celebrate all communication: a glance, a flap, a gesture, a sound, or a picture tap are all valid.

• Model language in different ways: sign, AAC, facial expression, pointing—show there are many ways to express.

• Pause and wait: give your child time to process and respond in their way.

For Educators:

• Offer multiple ways to respond in class (e.g., using visuals, pointing, choosing objects, nodding).

• Plan with the whole child in mind: sensory, emotional, and communication needs all overlap.

• Involve SLTs and OTs in building regulation-friendly classrooms.

For SLTs:

• Start with connection, not correction.

• Involve the child in goal setting if possible (e.g., through preferences, interests).

• Avoid “working toward talking” as the only measure of progress. Progress might be better regulation, more initiation, or increased connection.

The Takeaway

Every child has the right to be heard—in the way that works best for them.

Let’s move away from boxes, ladders, and pyramids… and create circles of safety, connection, and trust, where all forms of communication are valued.

As we build communication around relationships rather than requirements, we empower children to express who they are—not just what we expect them to say.

References

1. Verdon, S., McLeod, S., & Wong, S. (2020). Inclusive speech-language pathology: Applying a capability approach to support all children’s communication. International Journal of Speech-Language Pathology.

2. Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of AAC on natural speech development: A meta-analysis. Augmentative and Alternative Communication.