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The Vibration of Communication
I have been keenly aware lately of the various vibrational “languages” used by children diagnosed with autism. It is becoming apparent that there are at least three different languages spoken by these children as they begin to verbalize. The highest frequency and the furthest in some ways from the density of typical verbal spoken words is a language that I refer to as Vibrating Speech. Children who are speaking at this frequency frequently are interested in hearing the vibration of their sounds and will hold their hand to their ear when they speak. They will also cup their hands to their mouth to feel the vibration. When two or more of children speaking this language are in the same room, they will get very quiet for a time. They will revert back to telepathy because the frequency of their speech is so close to that. Within this language you will hear mainly sounds “woo”, squealing, pops and clicks and sounds of delight. These children also tend to experience other things through movement/vibration. They will bounce with balls as they drop them and enjoy watching things fall. These children are maintaining a high frequency and those in their company will “hear” their words only by being still and observing. This information will come in chunks to the “listener”, as a feeling state and not as specific individual words.
The next vibrational frequency down from there is what I call Musical Speech. At this level the children have a lyrical tone to their speech and are able to produce a few words here and there. These words are usually related to highly emotional connection like “mama” or to songs/music that they have heard. They will say certain key phrases over and over, but not always in a way that is appropriate for the situation. They are functioning at the frequency of music. Their language has some form and fluidity. It is denser than a vibrating speech and can be more easily understood by a listener even if specific words are not used. The rhythm of the communication makes it much easier to identify the intention of the communication, much as when we use sounds like “ugh” to express frustration and “ah” to express pleasure. The children who use Musical Language are more present and in their bodies, but still unable to be focused solely in their physical environment. They are still very much split into different realities.
Mimic Speech is the next vibrational frequency closer to using the physical speech mechanism as most of us use it. In Mimic speech the mental mind/ left brain is somewhat engaged, unlike in Musical and Vibrational Speech. Children who use Mimic speech are usually very successful with singing songs that they hear over and over and repeating key phrases that are common in their environment. These children typically are present enough in their bodies to follow routine directions and understand, at a cognitive level, the language that most of us speak. This is the densest vibration needed to be successful in structured speech therapy and ABA types of techniques.
At the densest level of communication there is Physical Speech. Here they child communicates in a similar fashion to the rest of us although their words may not always have the same meaning, Here the child can answer questions, request verbally and get his basic needs meet through verbalization.
From the highest vibration to the densest, you children are communicating. They are speaking a language that matches the realm in which they feel the most comfortable. At any of these levels, the child has the ability to float to the vibration above and use that level instead. So you will frequently see a lot of bridging between two levels.
Your children are making every effort to make themselves available to you, by learning your manor of communication. This takes tremendous effort on their part to do this, because they enter this earth experience at such a high frequency that it is only through mastery of their ability to be fully present in physical form that they can then use Mimic and Physical language.
I’d like to offer a suggestion to you though. If you are up for learning a new way of communicating yourself, why not learn their language? In the same manor that one individual comes from another part of the world and they struggle to learn the language so your children are coming from another dimensional experience, trying to learn our language. For the foreigner the difference in communication is a linear one. We are both using verbal language, at the same level of density, but in a different form. For your children, the language difference is not linear but dimensional. It is based on vibration.
As you try to understand your child’s dimensional language, you automatically take off some of the pressure off your child to communicate your way. When the pressure is off, things flow much easier in both directions. We are
Expecting and requiring our children to do all the work and missing the opportunity to learn about another way of communicating. I notice that some of the children will not give up their “native” language until they are met at least part of the way. I also notice that for those parents that seek to meet their child on the bridge of communication that the children try all the harder to get to Physical communication. This one shift in perception seems to make all the difference in the world.
Listen to your child’s current form of speech, imitate it, play with it, observe you child using it and see what it seems to mean to him/her. Stretch yourself beyond your comfort zone and learn something new. This does not mean that your child will never learn to communicate “your way”. It means that you will have a method of communication that will bridge the gap until he/she does. It will mean the world to your child. You will begin to share in his world and you will be changed because of it. I have also noticed that for those parents willing to bridge this gap, their child have a tendency to maintain their high frequency gifts even when they begin to communicate at a physical density.
In the process of becoming “just like us”, many times the children loose that amazing luster, vibrancy and zest for life that is common in the eyes of children diagnosed autism. Let’s do a little more to meet them half way, so that maybe that same lust, vibrancy and zest can shine through our eyes too.
Suzy Miller M.Ed. Author Awesomism: A New Way to Understand the Diagnosis of Autism