{"id":785630,"date":"2026-09-23T21:21:30","date_gmt":"2026-09-23T19:21:30","guid":{"rendered":"https:\/\/www.dynseo.com\/animation-et-personnes-non-verbales-communiquer-autrement-2\/"},"modified":"2026-11-04T00:40:40","modified_gmt":"2026-11-03T23:40:40","slug":"animation-and-non-verbal-people-communicating-differently","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/animation-and-non-verbal-people-communicating-differently\/","title":{"rendered":"Activities with nonspeaking adults: make communication and participation accessible"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML (MAJ)&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_code admin_label=&#8221;HTML import\u00e9&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"dyn-premium\" lang=\"en\">\n<section class=\"article-hero\">\n<div class=\"container\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\"><a href=\"https:\/\/www.dynseo.com\/en\/\">Home<\/a> \u00b7 Communication and participation<\/nav>\n<div class=\"article-category\">Communication and participation<\/div>\n<h1><span class=\"hl\">Activities with nonspeaking adults: make communication and participation accessible<\/span><\/h1>\n<div class=\"article-meta\"><span>Updated 31 October 2026<\/span><span>Estimated reading time: 14 min<\/span><span>Activity facilitators, support professionals and relatives<\/span><\/div>\n<\/div>\n<\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/section>\n<div class=\"article-body\">\n<div class=\"container\">\n<div class=\"intro-block\">\n<pee>An activity is not fully accessible simply because someone can be present in the room. The person also needs ways to understand what is offered, make choices, contribute and say when they want something different. For an adult who uses little or no speech, those opportunities may depend on writing, gestures, signs, pictures, a communication device or a combination of methods.<\/pee>\n<pee>The starting point is the individual, rather than a general technique for non-verbal people. Not speaking does not establish intelligence, comprehension, interests or decision-making ability. This guide focuses on adult activities in community, home and care settings. It offers a practical way to examine communication access without pretending that every movement can be translated reliably or that a leisure session can replace an assessment.<\/pee>\n<\/div>\n<div class=\"key-points\">\n<h4>Key points<\/h4>\n<ul>\n<li>Speak to the person directly and ask how they prefer to receive and express information.<\/li>\n<li>Make the communication method available throughout the activity, including breaks.<\/li>\n<li>Provide genuine options, with ways to refuse, correct a misunderstanding and introduce another idea.<\/li>\n<li>Choose content from the adult\u2019s interests rather than assuming that nonspeaking means sensory activities only.<\/li>\n<\/ul>\n<\/div>\n<h2>Begin with the person\u2019s communication rather than the label<\/h2>\n<pee>Nonspeaking and non-verbal can describe different experiences. Someone may never have relied on speech, may have lost access to it or may use it inconsistently. Some people prefer other terminology. Ask what wording they use and what communication methods work for them. The label alone cannot tell you which activity they will enjoy or what help is needed. It is a prompt to examine access, not an instruction to lower expectations across every part of life.<\/pee>\n<pee>Language difficulties and speech production difficulties are not interchangeable. After a brain injury, for example, aphasia can affect understanding, speaking, reading or writing in different combinations. Other problems can affect the movement or coordination needed for speech. A facilitator should not diagnose the cause but should know the relevant recommendations. Assuming that everyone understands all spoken information can create barriers, just as assuming that silence means no understanding can exclude a person unnecessarily.<\/pee>\n<pee>Respect should not wait for proof of a particular ability. Address the adult directly, explain what is happening and avoid discussing personal matters as though they were absent. An accessible explanation can still be age-respectful and substantive. The person may want to consider a complex topic through a different format or at another pace. Do not equate a short spoken response, limited movement or the use of a picture with a complete account of their thinking.<\/pee>\n<pee>Ask whether a communication assessment or an access review would help with unresolved barriers. Speech and language professionals and other relevant specialists can contribute according to the needs. Family and support staff have useful observations, but familiarity is not the same as being able to infer every message correctly. The aim is to expand reliable expression and understanding, including with new people, rather than leaving the adult dependent on one person who speaks on their behalf.<\/pee>\n<h2>Check the communication setup before planning the session<\/h2>\n<pee>Find out where the person&#8217;s usual communication system is and how they access it. Can it be reached from the planned position? Is the necessary vocabulary or method available for this activity? Who knows how to help with a technical problem without taking over the message? These details belong in preparation. Waiting until the person is asked a question can leave them apparently unable to answer when the real obstacle is equipment, positioning or an unavailable support.<\/pee>\n<pee>Augmentative and alternative communication, or AAC, includes methods that supplement or replace speech. It can involve gestures, signs, writing, pictures and electronic tools. There are no prerequisite language or cognitive skills that must be demonstrated before AAC can be considered. However, that does not mean any particular board or application will be suitable without assessment and trials. The person needs access matched to their circumstances and opportunities to use communication for purposes beyond requesting objects.<\/pee>\n<pee>If a device is involved, consider charging, transport and a familiar backup arrangement agreed with the relevant team. Keep communication separate from a leisure screen-time rule. Ending a game should not remove the person&#8217;s way of saying that they need help, dislike the activity or want to talk about another subject. A pause from entertainment is not a pause from the right to communicate. The setup must work across the activity, not only during a brief demonstration at the beginning.<\/pee>\n<pee>The DYNSEO MY DICTIONARY communication resource can be reviewed as one possibility, depending on individual needs. Check the current functions and access arrangements before making a choice. No application automatically supplies a complete communication solution, establishes comprehension or guarantees speech development. Discuss what the person wants to express, how they will select messages and how partners will respond. A useful tool is part of an accessible interaction, rather than a substitute for one.<\/pee>\n<h2>Build real choice into the activity<\/h2>\n<pee>A choice is meaningful when the options are understood, available and genuinely different. Showing two objects can be useful for one person, while another needs written information, a different physical access method or time to explore the options. Do not assume that two pictures are a universal answer. The person also needs a way to request something outside the list. A choice between two versions of the same unwanted activity does not provide an adequate route to refusal.<\/pee>\n<pee>Clarify established ways of indicating yes, no and uncertainty, with the person&#8217;s participation and appropriate professional input. A smile, a glance or stillness cannot automatically be treated as agreement. Silence is not consent. Some signals may be familiar but difficult to interpret in a new context. For an important decision, seek the appropriate communication support and follow the applicable framework rather than choosing the interpretation that allows the planned activity to continue most conveniently.<\/pee>\n<pee>Provide ways to repair a misunderstanding. The adult may need to say that you have selected the wrong option, ask you to repeat something or show that the message is unfinished. Acknowledge your uncertainty and make another response possible. Avoid moving the person&#8217;s hand to create the answer you expect or presenting an assistant-generated selection as the user&#8217;s own statement. Physical access support and authorship must not be confused. The message needs to belong to the person communicating.<\/pee>\n<pee>Respond to a refusal as information. It may lead to a pause, a different support or a decision not to participate. You do not have to know the exact sensory or neurological explanation before taking it seriously. An adult may simply prefer something else. Do not remove the communication system as a consequence or repeatedly ask until the preferred answer appears. Making no usable is part of making participation voluntary and gives more meaning to the agreements that follow.<\/pee>\n<h2>Make your information and presence easier to access<\/h2>\n<pee>Explain who you are and what you are offering in the person&#8217;s preferred format. Ask about positioning and distance rather than automatically moving close to their face. Some people want a face-to-face view, while others prefer sitting alongside or looking at the materials. Eye contact should not be a condition for attention. Consider hearing, vision, physical comfort and the access needs of the communication system together. A familiar interaction rule should not override the individual&#8217;s stated preference.<\/pee>\n<pee>Look for avoidable obstacles: competing conversation, an inaccessible display, a changing question or someone speaking while turning away. Reduce these where it helps, without assuming that every person needs a silent or minimally furnished room. Some enjoy a lively setting. The aim is to make the exchange usable, and the suitable conditions may differ between a conversation, a group game and an outing. Ask and observe rather than treating one successful setup as a permanent rule.<\/pee>\n<pee>Allow time for understanding, preparing and expressing a message. A fixed number of seconds will not suit every person or situation. While waiting, avoid adding several reformulations that alter the question. Make it clear that you are available, and check whether another route would help if the interaction is not progressing. A person does not need to match the usual speed of a spoken group conversation to have something worthwhile to contribute.<\/pee>\n<pee>Touch should be discussed and accepted, not assumed to provide reassurance. Announcing a hand on the shoulder does not establish that it is wanted. The person may prefer no physical contact or a different way of knowing you are there. In an activity, touch should not replace information or an opportunity to choose. Respect for bodily space remains important even when the facilitator believes a gesture would be warm, calming or familiar.<\/pee>\n<h2>Choose adult interests and adapt the response method<\/h2>\n<pee>Nonspeaking adults can be interested in books, logic, current events, creative work, technology, music and many other subjects. Their activities should not be restricted automatically to textures, old songs or simple household tasks. Ask what they enjoy now and what they would like to try. A topic can be intellectually demanding while using an accessible response method. Equally, the person may choose a simple activity for relaxation. The decision should reflect their preference rather than an assumption based on speech.<\/pee>\n<pee>For a game, identify the points where speaking is normally expected. Does a player need to announce a choice, ask about a rule or explain a theory? Prepare an alternative with the person, then check that it can actually be used during play. Giving someone a peripheral job is not necessarily inclusion if they wanted to be a player. Roles can be shared, but the choices should remain with the participant whose turn or decision is involved.<\/pee>\n<pee>Sensory activities can be an option when they are wanted and suitable. They are not universally calming and should not be prescribed to everyone who communicates differently. A smell, song or texture may be unpleasant or linked to an unwanted experience. Food and small materials also require appropriate health and safety consideration. Follow relevant advice, including swallowing precautions where applicable. The absence of speech does not remove the right to decline an experience or mean that all preferences can be read from an immediate visible reaction.<\/pee>\n<pee>Create space for initiative beyond answering the facilitator. A person may wish to make a joke, change the topic, suggest a rule or ask about someone else&#8217;s experience. Their communication options should support those possibilities. If the only accessible messages are correct answers to a quiz, much of ordinary social participation is missing. An activity can be adapted to welcome unplanned contributions rather than treating them as distractions from the exercise.<\/pee>\n<h2>Observe carefully without claiming to decode every signal<\/h2>\n<pee>Describe what happens before assigning meaning. The adult moves a support away, selects a message or turns towards the door. Record the situation and, separately, any interpretation that remains uncertain. A movement may communicate something, have another function or mean something you do not yet understand. Attentiveness is useful, but certainty should not be invented. Otherwise the person may be represented by the interpretation that best fits an adult&#8217;s expectation rather than by a reliable message.<\/pee>\n<pee>Familiar communication partners can share observations and established methods, while keeping them open to review. Preferences can change and a signal may be harder to produce when posture or equipment changes. Compare what is known with the person&#8217;s own input and professional assessment where needed. The goal is not to create a universal dictionary of body language. It is to reduce misunderstanding and improve access, including the ability to acknowledge when a message has not yet been understood.<\/pee>\n<pee>Pain or illness may contribute to an unusual change. Someone who does not speak can still report pain through writing or AAC, so do not rely only on facial expressions. Use available communication methods and seek the appropriate health response. Support staff and relatives can contribute to recognising a problem and following an agreed plan; they should not improvise a diagnosis or treatment. An activity should not be prolonged to see whether distraction makes a concerning change disappear.<\/pee>\n<pee>Sudden confusion, breathing difficulty, acute distress or another urgent symptom requires timely medical help. Do not dismiss a new loss of communication because the person already used little speech. Respond to the immediate need before completing documentation. Afterwards, a clear account may help the team understand what happened. Notes are a tool for communication between people, not a requirement to fulfil before the adult can receive care or an urgent assessment.<\/pee>\n<h2>Share practical access information with appropriate partners<\/h2>\n<pee>Useful information can include the communication method, how to position a support, how the person corrects a misunderstanding and where to obtain help. A communication record prepared with the person may be considered for agreed information. Distinguish a confirmed message from an assistant&#8217;s hypothesis. There is no need to record every action or circulate intimate details that do not serve the purpose. Sharing should follow the relevant consent, confidentiality and organisational arrangements, rather than a blanket assumption that every relative or staff member needs everything.<\/pee>\n<pee>New staff need an accessible introduction to supporting communication, not a supposedly complete account of the person. Show where the system is kept and how the person can ask for a clarification. Identify someone who can answer questions. Continuity can reduce barriers, but it does not guarantee that every partner will understand identically. Training, adequate preparation and usable equipment are shared responsibilities. The person should not bear the full burden of teaching each new partner while also trying to participate in the activity.<\/pee>\n<pee>The course on <a href=\"https:\/\/www.dynseo.com\/en\/courses\/stroke-and-aphasia-how-to-communicate-differently-with-your-loved-one-en\/\">communicating after stroke with aphasia<\/a> can be reviewed where that context is relevant. The course on <a href=\"https:\/\/www.dynseo.com\/en\/courses\/autism-in-institutions-comprehensive-support-en\/\">autism support in institutions<\/a> concerns a different setting and population. These are specific resources, not explanations for every nonspeaking adult. Their current content should be checked against the actual question and the role of the person seeking training.<\/pee>\n<pee>Other <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">DYNSEO tools<\/a> may offer supports to examine, without multiplying worksheets or systems simply to fill an activity. Check compatibility with existing communication methods, literacy and access. A standard online cognitive test is not automatically interpretable if the person cannot respond in the required way. Neither a game nor a brief exercise can establish their full abilities. Clinical assessment and AAC decisions must consider what the task actually allowed them to show and which limitations remain.<\/pee>\n<div class=\"resource-cards sensory-grid\" style=\"grid-template-columns:repeat(auto-fit,minmax(min(100%,280px),1fr))\">\n<div class=\"resource-card sensory-card\">\n<figure style=\"margin:24px 0\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Autisme-en-etablissement-Accompagnement-Global-3-5.jpg\" alt=\"Training resource: communication after stroke with aphasia\" loading=\"lazy\" decoding=\"async\" style=\"display:block;max-width:100%;height:auto;border-radius:14px\"><figcaption>Training resource: communication after stroke with aphasia<\/figcaption><\/figure>\n<pee>Review this specific resource when aphasia following stroke is relevant to the person\u2019s situation.<\/pee><\/div>\n<div class=\"resource-card sensory-card\">\n<figure style=\"margin:24px 0\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Troubles-du-comportement-lies-a-la-maladie-methodes-et-coordination-pluridisciplinaire-2.jpg\" alt=\"Training resource: autism support in institutions\" loading=\"lazy\" decoding=\"async\" style=\"display:block;max-width:100%;height:auto;border-radius:14px\"><figcaption>Training resource: autism support in institutions<\/figcaption><\/figure>\n<pee>Consider the current content for the relevant autism support setting, rather than treating nonspeaking as a diagnosis.<\/pee><\/div>\n<\/div>\n<h2>Review access and enjoyment instead of demanding a visible result<\/h2>\n<pee>At the end, provide an accessible way to express an opinion. The person may want the same activity, a different arrangement or no repeat. A smile can be a welcome observation, but it should not replace the opportunity to communicate. Ask a usable question and allow the person not to answer. Do not judge the session only by the number of correct responses, the quantity of material completed or how satisfying it felt to those facilitating it.<\/pee>\n<pee>Review specific barriers. Was a message difficult to find? Was the support unavailable during a transition? Did a group move on before the person could contribute? Changing the arrangement may be more helpful than buying another product labelled adapted. If a problem persists, involve the relevant professionals and the user. A resource can be changed or stopped when it is no longer appropriate; its purchase or previous use is not a reason to make the person continue.<\/pee>\n<pee>Individual and group activities offer different possibilities. Neither is universally best for nonspeaking adults. Ask about preferences and the support available. Someone may choose to observe within a group, while an individual session can feel too intense if constant interaction is expected. Chosen participation does not require turning every moment into training. Leisure can include quiet attention, humour, an unfinished idea or time without an activity, according to what the person wants.<\/pee>\n<pee>Communication partners may need help too. A team can require training, preparation time or a specialist consultation for an unresolved access question. A relative may want to understand a device or preserve time together that is not centred on instruction. These needs can be addressed without displacing the user&#8217;s preferences. Accessible activities depend on realistic conditions, clear responsibilities and respect for authorship: the communication remains the person&#8217;s, even when more support is needed for it to be heard.<\/pee>\n<h2>Frequently asked questions<\/h2>\n<div class=\"faq-list\">\n<div class=\"faq-item open\">\n<div class=\"faq-q\">Does not speaking mean a person understands everything or nothing?<span class=\"faq-icon\" aria-hidden=\"true\">+<\/span><\/div>\n<div class=\"faq-a\"><pee>Neither conclusion follows from the absence of speech. Comprehension and communication needs vary and may require assessment. Address the person directly, provide accessible information and use their preferred methods. Do not infer their complete abilities from silence or assume that a different response format is unnecessary.<\/pee><\/div>\n<\/div>\n<div class=\"faq-item open\">\n<div class=\"faq-q\">Can a smile or eye movement be accepted as consent?<span class=\"faq-icon\" aria-hidden=\"true\">+<\/span><\/div>\n<div class=\"faq-a\"><pee>Not automatically. Such actions can have several meanings. Use established communication methods, confirm where possible and keep uncertainty clear. Silence or lack of protest is not agreement. Important decisions may require appropriate communication support and the relevant professional or legal framework.<\/pee><\/div>\n<\/div>\n<div class=\"faq-item open\">\n<div class=\"faq-q\">Should activities for nonspeaking adults mainly be sensory?<span class=\"faq-icon\" aria-hidden=\"true\">+<\/span><\/div>\n<div class=\"faq-a\"><pee>No. Interests can include reading, logic, current events, creative work and many other subjects. Adapt participation and response methods to the person. Sensory activities are one optional possibility, with relevant precautions, rather than a universal solution or a substitute for meaningful choice.<\/pee><\/div>\n<\/div>\n<div class=\"faq-item open\">\n<div class=\"faq-q\">Should the communication tablet be removed during a break from screens?<span class=\"faq-icon\" aria-hidden=\"true\">+<\/span><\/div>\n<div class=\"faq-a\"><pee>Ending entertainment should not remove access to communication. Separate leisure use from the person\u2019s way of expressing needs, opinions and refusals. Agree suitable arrangements and a familiar backup if the device cannot be used. Communication access matters during breaks as well as organised activities.<\/pee><\/div>\n<\/div>\n<div class=\"faq-item open\">\n<div class=\"faq-q\">Does MY DICTIONARY replace a communication assessment?<span class=\"faq-icon\" aria-hidden=\"true\">+<\/span><\/div>\n<div class=\"faq-a\"><pee>No. It is one resource to review according to the person\u2019s needs and access. Current functions, message options, practical use and partner support all need consideration. No application independently guarantees understanding, expression or speech development, and an assessment may be needed to resolve individual barriers.<\/pee><\/div>\n<\/div>\n<\/div>\n<div class=\"cta-box\">\n<h3>Connect resources with communication access needs<\/h3>\n<pee>Explore available training and ask the DYNSEO team about general resources, alongside the person\u2019s individual communication plan.<\/pee>\n<div class=\"cta-buttons\"><a class=\"btn-white\" href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Explore training courses<\/a><a class=\"btn-outline\" href=\"https:\/\/www.dynseo.com\/en\/contact\/\">Contact DYNSEO<\/a><\/div>\n<\/div>\n<div class=\"article-tags\"><span class=\"article-tag\">nonspeaking adults<\/span><span class=\"article-tag\">accessible activities<\/span><span class=\"article-tag\">augmentative and alternative communication<\/span><span class=\"article-tag\">meaningful choice<\/span><span class=\"article-tag\">communication partners<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><script type=\"application\/ld+json\">{\"@context\": \"https:\/\/schema.org\", \"@type\": \"Article\", \"headline\": \"Activities with nonspeaking adults: make communication and participation accessible\", \"description\": \"Plan activities around a nonspeaking adult\u2019s interests, communication methods and choices, with practical access, respectful support and room to refuse or change direction.\", \"inLanguage\": \"en\", \"dateModified\": \"2026-10-31\", \"mainEntityOfPage\": \"https:\/\/www.dynseo.com\/en\/animation-and-non-verbal-people-communicating-differently\/\", \"author\": {\"@type\": \"Organization\", \"name\": \"DYNSEO\"}, \"publisher\": {\"@type\": \"Organization\", \"name\": \"DYNSEO\"}, \"image\": [\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Autisme-en-etablissement-Accompagnement-Global-3-5.jpg\", \"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Troubles-du-comportement-lies-a-la-maladie-methodes-et-coordination-pluridisciplinaire-2.jpg\"]}<\/script><br \/>\n<script type=\"application\/ld+json\">{\"@context\": \"https:\/\/schema.org\", \"@type\": \"FAQPage\", \"inLanguage\": \"en\", \"mainEntity\": [{\"@type\": \"Question\", \"name\": \"Does not speaking mean a person understands everything or nothing?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"Neither conclusion follows from the absence of speech. 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generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n-->\n\n<div class=\"dyn-article\"><header class=\"dyn-pagehead dyn-pagehead--bleu\">\n  <span class=\"dyn-pagehead__cat\">Familles &amp; aidants \u00b7 Animation &amp; Structures m\u00e9dico-sociales<\/span>\n  <h1>Animation et personnes non verbales : communiquer autrement<\/h1>\n  <p class=\"dyn-pagehead__lead\">Quand la parole s'efface, la personne, elle, ne dispara\u00eet pas. Un homme qui ne prononce plus un mot continue de percevoir, de ressentir, de r\u00e9agir \u00e0 un ton de voix, \u00e0 une main pos\u00e9e sur son \u00e9paule, \u00e0 un visage qui sourit ou qui s'agace. C'est tout l'enjeu de l'animation aupr\u00e8s des personnes non verbales&nbsp;: sortir de l'id\u00e9e que communiquer, c'est parler, pour red\u00e9couvrir que la <strong>communication non verbale<\/strong> est un langage \u00e0 part enti\u00e8re, riche, pr\u00e9cis, et disponible m\u00eame lorsque les mots ont cess\u00e9 d'\u00eatre accessibles.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 24 min de lecture<\/li>\n    <li>\ud83d\udc65 Pour les familles et les aidants<\/li>\n    <li>\ud83d\udd04 Mis \u00e0 jour en septembre 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero\" aria-label=\"Formation pr\u00e9sent\u00e9e dans cet article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/stimuler-et-creer-du-lien-avec-les-jeux-dynseo\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/09\/Stimuler-et-creer-du-lien.png\" alt=\"Formation DYNSEO \u00ab Animation et personnes non verbales : communiquer autrement \u00bb\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">La formation li\u00e9e \u00e0 cet article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/stimuler-et-creer-du-lien-avec-les-jeux-dynseo\/\">Animation et personnes non verbales : communiquer autrement<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Tout ce que cet article explique, mis en pratique.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 9 modules \u00b7 30 le\u00e7ons<\/li>\n        <li>\ud83d\udcbb 100 % en ligne<\/li>\n        <li>\u23f1\ufe0f \u00c0 votre rythme<\/li>\n        <li>\ud83c\udfc5 Organisme Qualiopi<\/li>\n        <li>\ud83c\udf0d 9 langues<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/stimuler-et-creer-du-lien-avec-les-jeux-dynseo\/\">Voir la formation<\/a>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>Cet article s'adresse autant aux familles qui accompagnent un proche devenu silencieux qu'aux professionnels de l'animation, du soin et de l'accompagnement. Il ne propose pas de recette magique&nbsp;: il explique ce qui se joue quand la parole se retire, quels canaux de communication restent ouverts, comment observer sans interpr\u00e9ter \u00e0 tort, et comment adapter une animation pour qu'elle cr\u00e9e du lien plut\u00f4t que de la frustration. L'objectif n'est pas de faire parler \u00e0 tout prix, mais de continuer \u00e0 se rencontrer, autrement.<\/p>\n\n<section class=\"dyn-tldr\">\n  <h2>L'essentiel en 30 secondes<\/h2>\n  <p>Une personne dite \u00ab&nbsp;non verbale&nbsp;\u00bb ne s'exprime plus, ou plus de fa\u00e7on fiable, par la parole. Cela ne signifie ni qu'elle ne comprend rien, ni qu'elle n'a rien \u00e0 dire. La communication passe alors par d'autres canaux, qu'il faut apprendre \u00e0 lire et \u00e0 mobiliser.<\/p>\n  <ul>\n    <li><strong>Comprendre&nbsp;:<\/strong> l'absence de parole n'est pas une absence de pens\u00e9e, d'\u00e9motion ou de besoin. On parle d'une personne, jamais d'un objet de soin.<\/li>\n    <li><strong>Les canaux qui restent&nbsp;:<\/strong> le regard, l'expression du visage, le geste, le toucher, la posture, le ton et le rythme de la voix, la respiration.<\/li>\n    <li><strong>Observer&nbsp;:<\/strong> rep\u00e9rer les signaux propres \u00e0 la personne \u2014 un signe qui veut dire \u00ab&nbsp;oui&nbsp;\u00bb, un autre qui dit l'inconfort \u2014 et les consigner pour toute l'\u00e9quipe.<\/li>\n    <li><strong>La posture juste&nbsp;:<\/strong> ralentir, se mettre \u00e0 hauteur de regard, laisser du temps, r\u00e9duire le bruit et les stimulations qui parasitent l'\u00e9change.<\/li>\n    <li><strong>Animer autrement&nbsp;:<\/strong> des activit\u00e9s sensorielles, musicales, gestuelles, adapt\u00e9es au rythme de la personne, o\u00f9 le lien compte plus que la performance.<\/li>\n    <li><strong>Toujours&nbsp;:<\/strong> observer, noter, signaler tout signe de douleur ou de souffrance, et renvoyer au professionnel de sant\u00e9 pour tout diagnostic.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Sommaire\">\n  <p>Au sommaire<\/p>\n  <ol>\n    <li><a href=\"#dyn-comprendre\">Comprendre la communication non verbale<\/a><\/li>\n    <li><a href=\"#dyn-pourquoi\">Pourquoi la parole peut se retirer<\/a><\/li>\n    <li><a href=\"#dyn-canaux\">Les canaux de communication qui restent ouverts<\/a><\/li>\n    <li><a href=\"#dyn-observer\">Apprendre \u00e0 observer sans surinterpr\u00e9ter<\/a><\/li>\n    <li><a href=\"#dyn-posture\">La posture juste&nbsp;: pr\u00e9sence, rythme, environnement<\/a><\/li>\n    <li><a href=\"#dyn-outils\">Supports et outils pour communiquer autrement<\/a><\/li>\n    <li><a href=\"#dyn-animation\">Animer une activit\u00e9 avec une personne non verbale<\/a><\/li>\n    <li><a href=\"#dyn-erreurs\">Les erreurs qui coupent le lien<\/a><\/li>\n    <li><a href=\"#dyn-equipe\">Transmettre&nbsp;: familles et professionnels ensemble<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Questions fr\u00e9quentes<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n\n<h2 id=\"dyn-comprendre\">Comprendre la communication non verbale<\/h2>\n\n<p>La <strong>communication non verbale<\/strong> d\u00e9signe tout ce que nous \u00e9changeons sans passer par les mots&nbsp;: le regard, les mimiques du visage, les gestes, la posture du corps, la distance que l'on met entre soi et l'autre, le toucher, mais aussi la musicalit\u00e9 de la voix \u2014 son intonation, son d\u00e9bit, ses silences. Chez toute personne, elle accompagne en permanence la parole et en dit souvent davantage qu'elle. Chez une personne non verbale, elle ne dispara\u00eet pas&nbsp;: elle devient le canal principal. Ce n'est pas une communication au rabais, c'est une communication diff\u00e9rente.<\/p>\n\n<p>Il faut d'embl\u00e9e lever un malentendu tenace. Ne plus parler ne veut pas dire ne plus comprendre, ne plus penser, ne plus ressentir. Selon la situation, la compr\u00e9hension peut \u00eatre largement pr\u00e9serv\u00e9e alors que l'expression est emp\u00each\u00e9e&nbsp;; les \u00e9motions, elles, restent presque toujours vives, parfois m\u00eame exacerb\u00e9es par l'impossibilit\u00e9 de les formuler. Traiter une personne silencieuse comme si elle \u00e9tait absente, parler d'elle \u00e0 la troisi\u00e8me personne devant elle, ou s'adresser \u00e0 elle comme \u00e0 un enfant, sont des attitudes v\u00e9cues tr\u00e8s durement, m\u00eame lorsque rien ne peut le dire sur le moment.<\/p>\n\n<h3>Non verbal ne veut pas dire une seule r\u00e9alit\u00e9<\/h3>\n\n<p>On regroupe sous le mot \u00ab&nbsp;non verbal&nbsp;\u00bb des situations tr\u00e8s diverses. Une personne \u00e0 un stade avanc\u00e9 de la maladie d'Alzheimer, un adulte aphasique apr\u00e8s un accident vasculaire c\u00e9r\u00e9bral, un enfant ou un adulte porteur d'un trouble du spectre de l'autisme sans langage oral, une personne atteinte d'une maladie neurologique \u00e9volutive, une personne polyhandicap\u00e9e&nbsp;: toutes peuvent \u00eatre non verbales, mais ce qui se joue derri\u00e8re le silence n'est pas le m\u00eame. Chez l'une, la compr\u00e9hension du langage est intacte et seul le geste articulatoire est touch\u00e9&nbsp;; chez une autre, c'est le sens des mots qui est atteint&nbsp;; chez une troisi\u00e8me, le canal verbal n'a jamais \u00e9t\u00e9 la voie principale.<\/p>\n\n<p>Cette diversit\u00e9 a une cons\u00e9quence pratique&nbsp;: il n'existe pas de m\u00e9thode universelle. Ce qui apaise et relie une personne peut d\u00e9sorienter la suivante. La r\u00e8gle d'or, valable dans tous les cas, est de partir de la personne r\u00e9elle que l'on a devant soi \u2014 son histoire, ses habitudes, ses r\u00e9actions \u2014 plut\u00f4t que d'une cat\u00e9gorie. C'est pr\u00e9cis\u00e9ment ce que permet l'observation patiente que nous d\u00e9taillerons plus loin.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Un principe qui change tout<\/strong>\n  <p>Adoptez le postulat de comp\u00e9tence&nbsp;: faire l'hypoth\u00e8se que la personne comprend, ressent et cherche \u00e0 communiquer, m\u00eame quand rien ne le prouve encore. Ce parti pris n'est pas na\u00eff&nbsp;; il est protecteur. Il \u00e9vite l'erreur la plus fr\u00e9quente, qui consiste \u00e0 cesser de s'adresser vraiment \u00e0 quelqu'un sous pr\u00e9texte qu'il ne r\u00e9pond plus avec des mots.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-pourquoi\">Pourquoi la parole peut se retirer<\/h2>\n\n<p>Comprendre pourquoi la parole se retire aide \u00e0 ajuster la mani\u00e8re de communiquer. Les m\u00e9canismes ne sont pas les m\u00eames, et ils n'appellent pas les m\u00eames gestes. Cette partie reste volontairement g\u00e9n\u00e9rale&nbsp;: elle n'a pas valeur de diagnostic, et seul un professionnel de sant\u00e9 peut pr\u00e9ciser ce qui touche une personne donn\u00e9e et ce que l'on peut en attendre.<\/p>\n\n<h3>Quand c'est la production du langage qui est emp\u00each\u00e9e<\/h3>\n\n\n<p>Apr\u00e8s un accident vasculaire c\u00e9r\u00e9bral, une tumeur ou un traumatisme, une aphasie peut appara\u00eetre. Selon la zone touch\u00e9e, la personne peine \u00e0 trouver ses mots, \u00e0 les assembler, ou \u00e0 articuler, tandis que sa compr\u00e9hension et son intelligence restent souvent bien mieux pr\u00e9serv\u00e9es qu'on ne le croit. Dans ces situations, la personne sait ce qu'elle veut dire mais bute sur le chemin qui m\u00e8ne du sens au mot. Lui laisser le temps, ne pas finir ses phrases, s'appuyer sur le geste et l'\u00e9crit change tout.<\/p>\n\n<h3>Quand c'est le sens qui se d\u00e9lite<\/h3>\n\n<p>Dans les maladies neuro-\u00e9volutives comme la maladie d'Alzheimer et les maladies apparent\u00e9es, le langage peut se r\u00e9duire progressivement&nbsp;: le vocabulaire s'appauvrit, les phrases se raccourcissent, puis la parole devient rare ou incompr\u00e9hensible. Ici, le canal \u00e9motionnel et sensoriel prend le relais&nbsp;: une personne qui ne suit plus une consigne verbale peut \u00eatre profond\u00e9ment touch\u00e9e par une chanson de sa jeunesse, une odeur famili\u00e8re, une main tenue. La m\u00e9moire des \u00e9motions r\u00e9siste souvent plus longtemps que celle des faits.<\/p>\n\n<h3>Quand le langage oral n'est pas la voie naturelle<\/h3>\n\n<p>Chez certaines personnes autistes ou porteuses d'un handicap, la parole n'est pas absente par perte&nbsp;: elle n'a jamais \u00e9t\u00e9 le mode d'expression privil\u00e9gi\u00e9. La communication peut alors s'appuyer sur des gestes, des images, des objets, des dispositifs de communication alternative et am\u00e9lior\u00e9e. Le r\u00f4le de l'entourage n'est pas de forcer l'oral, mais d'offrir et de respecter d'autres voies d'expression.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Ce que vous observez<\/th><th>Ce que cela peut recouvrir<\/th><th>Ce que cela n'est pas<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>La personne ne r\u00e9pond pas \u00e0 une question<\/td><td>Difficult\u00e9 \u00e0 traiter, \u00e0 trouver le mot, ou fatigue attentionnelle<\/td><td>Un refus d\u00e9lib\u00e9r\u00e9 ou de l'indiff\u00e9rence<\/td><\/tr>\n    <tr><td>Elle r\u00e9p\u00e8te toujours le m\u00eame son ou le m\u00eame geste<\/td><td>Une tentative de communication, un apaisement, une demande<\/td><td>Un comportement \u00ab&nbsp;vide de sens&nbsp;\u00bb<\/td><\/tr>\n    <tr><td>Elle d\u00e9tourne le regard, se ferme<\/td><td>Une surcharge sensorielle, une g\u00eane, un besoin de pause<\/td><td>De l'hostilit\u00e9 personnelle envers vous<\/td><\/tr>\n    <tr><td>Elle r\u00e9agit fort \u00e0 une musique, une photo, une odeur<\/td><td>Une m\u00e9moire \u00e9motionnelle pr\u00e9serv\u00e9e, une \u00e9motion mobilisable<\/td><td>Un simple r\u00e9flexe sans valeur<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Retenez ce principe&nbsp;: ce qui ressemble \u00e0 de l'absence, du caprice ou de la mauvaise volont\u00e9 est presque toujours l'expression d'un m\u00e9canisme neurologique ou d'un besoin non formul\u00e9. Le savoir modifie profond\u00e9ment la fa\u00e7on de r\u00e9agir, et donc la fa\u00e7on dont la personne se sent trait\u00e9e.<\/p>\n\n<h3>La communication fluctue d'un moment \u00e0 l'autre<\/h3>\n\n\n<p>Une observation revient sans cesse dans la bouche des accompagnants&nbsp;: la personne semble \u00ab&nbsp;pr\u00e9sente&nbsp;\u00bb un jour, \u00ab&nbsp;absente&nbsp;\u00bb le lendemain. Ces fluctuations sont r\u00e9elles et souvent d\u00e9routantes. La disponibilit\u00e9 \u00e0 communiquer d\u00e9pend de nombreux facteurs&nbsp;: la fatigue, l'heure de la journ\u00e9e, la douleur, l'anxi\u00e9t\u00e9, un traitement, la qualit\u00e9 du sommeil, l'environnement. Un m\u00eame \u00e9change peut r\u00e9ussir le matin et \u00e9chouer en fin de journ\u00e9e, non parce que la personne \u00ab&nbsp;ne veut pas&nbsp;\u00bb, mais parce que ses ressources attentionnelles sont \u00e9puis\u00e9es. Cette variabilit\u00e9 invite \u00e0 ne jamais tirer de conclusion d\u00e9finitive d'un seul essai&nbsp;: un moment o\u00f9 le contact ne se fait pas ne signifie pas qu'il ne se fera plus. On r\u00e9essaie \u00e0 un autre moment, dans d'autres conditions, sans s'en vouloir ni en vouloir \u00e0 la personne. Rep\u00e9rer les cr\u00e9neaux o\u00f9 elle est la plus disponible \u2014 souvent apr\u00e8s le repos, dans le calme \u2014 permet de placer les temps d'\u00e9change et d'animation l\u00e0 o\u00f9 ils ont le plus de chances d'\u00eatre fructueux.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-canaux\">Les canaux de communication qui restent ouverts<\/h2>\n\n<p>Lorsqu'un canal se ferme, d'autres restent grands ouverts. Les identifier, c'est retrouver de quoi construire l'\u00e9change. Voici les principaux, ceux sur lesquels reposera toute animation adapt\u00e9e.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc40<\/span>\n    <h3>Le regard<\/h3>\n    <p>Un regard soutenu, une pupille qui s'anime, des yeux qui suivent un objet ou qui se d\u00e9tournent&nbsp;: le regard oriente, appelle, refuse. Se placer dans le champ de vision de la personne, \u00e0 sa hauteur, est le premier geste de tout contact.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\ude42<\/span>\n    <h3>Le visage<\/h3>\n    <p>Sourire, froncement, d\u00e9tente des traits, crispation&nbsp;: le visage exprime en continu l'\u00e9motion et le confort. Le v\u00f4tre parle aussi&nbsp;: un visage calme et chaleureux rassure plus s\u00fbrement que n'importe quel mot.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\u270b<\/span>\n    <h3>Le geste et la main<\/h3>\n    <p>Tendre un objet, d\u00e9signer, repousser, agripper, ouvrir la main&nbsp;: le geste demande, refuse, choisit. Beaucoup de personnes non verbales gardent une capacit\u00e9 gestuelle qui devient leur vocabulaire.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span>\n    <h3>Le toucher<\/h3>\n    <p>Une main sur l'avant-bras, un contact stable et annonc\u00e9, apaise et signale une pr\u00e9sence. Le toucher se propose, jamais ne s'impose&nbsp;: on pr\u00e9vient, on observe la r\u00e9action, on respecte le retrait.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfb5<\/span>\n    <h3>La voix et le ton<\/h3>\n    <p>M\u00eame sans comprendre chaque mot, la personne per\u00e7oit la m\u00e9lodie de la voix&nbsp;: chaleureuse, press\u00e9e, agac\u00e9e. Un ton pos\u00e9, lent, rassurant porte le message avant le contenu.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\uddcd<\/span>\n    <h3>Le corps et la posture<\/h3>\n    <p>La fa\u00e7on de s'approcher, la distance, l'orientation du buste, une respiration qui s'acc\u00e9l\u00e8re&nbsp;: le corps entier communique. Une posture ouverte et d\u00e9tendue invite&nbsp;; une posture press\u00e9e fait fuir.<\/p>\n  <\/div>\n<\/div>\n\n<p>Ces canaux ne fonctionnent jamais isol\u00e9ment. Dans un \u00e9change r\u00e9ussi, ils se r\u00e9pondent&nbsp;: on s'approche doucement, on se met \u00e0 hauteur de regard, on annonce d'une voix calme, on pose une main, on montre un objet. C'est cette combinaison, plus que chaque geste pris s\u00e9par\u00e9ment, qui recr\u00e9e le sentiment d'\u00eatre en relation. Et c'est un langage qui s'apprend&nbsp;: personne ne na\u00eet fluide dans la communication non verbale, on s'y exerce.<\/p>\n\n<h3>La distance, ce langage silencieux<\/h3>\n\n\n<p>La fa\u00e7on dont on g\u00e8re l'espace entre soi et la personne est elle-m\u00eame un message. S'approcher trop vite ou trop pr\u00e8s peut \u00eatre v\u00e9cu comme une intrusion et d\u00e9clencher un mouvement de recul&nbsp;; rester trop loin, \u00e0 l'inverse, signale une absence de disponibilit\u00e9. La bonne distance n'est pas fixe&nbsp;: elle se cherche, en observant la r\u00e9action du corps. Un buste qui se d\u00e9tend, un regard qui vient \u00e0 la rencontre du v\u00f4tre indiquent que la proximit\u00e9 est accept\u00e9e&nbsp;; un raidissement, un d\u00e9tournement disent qu'il faut laisser de l'espace. On entre progressivement dans la bulle de l'autre, en s'annon\u00e7ant, plut\u00f4t que de l'y forcer. Ce respect de la distance est particuli\u00e8rement important lors des soins ou des gestes du quotidien, moments o\u00f9 l'on p\u00e9n\u00e8tre n\u00e9cessairement l'espace intime de la personne&nbsp;: les annoncer, les d\u00e9crire au fur et \u00e0 mesure, transforme une intrusion possible en geste partag\u00e9.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Le corps de l'accompagnant parle en premier<\/strong>\n  <p>Avant m\u00eame d'avoir prononc\u00e9 un mot, votre approche a d\u00e9j\u00e0 transmis un message. Arriver en trombe, parler par-dessus l'\u00e9paule, s'agiter, envoie un signal de stress que la personne capte imm\u00e9diatement. Ralentir son propre rythme, poser ses gestes, respirer&nbsp;: c'est souvent le premier soin. On ne demande pas le calme, on l'incarne.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-observer\">Apprendre \u00e0 observer sans surinterpr\u00e9ter<\/h2>\n\n<p>Communiquer autrement commence par observer mieux. Une personne non verbale \u00e9met en permanence des signaux&nbsp;; le travail de l'entourage est d'apprendre \u00e0 les rep\u00e9rer, \u00e0 les relier \u00e0 un contexte, et \u00e0 en d\u00e9gager un sens stable \u2014 sans pour autant plaquer des interpr\u00e9tations qui nous arrangent.<\/p>\n\n<h3>Construire un r\u00e9pertoire de signaux propres \u00e0 la personne<\/h3>\n\n<p>Chaque personne d\u00e9veloppe sa propre mani\u00e8re de dire. Un l\u00e9ger mouvement de t\u00eate peut signifier \u00ab&nbsp;oui&nbsp;\u00bb chez l'une&nbsp;; un clignement, un son particulier, une d\u00e9tente des \u00e9paules chez une autre. Ces signes ne sont pas universels&nbsp;: ils s'observent, se v\u00e9rifient dans le temps, puis se partagent. L'id\u00e9e est de constituer, patiemment, une sorte de dictionnaire vivant&nbsp;: tel signe = confort, tel autre = \u00ab&nbsp;j'ai fini&nbsp;\u00bb, tel autre = inconfort ou douleur possible.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Dimension \u00e0 observer<\/th><th>Exemples de signaux<\/th><th>Ce que cela peut indiquer<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Visage<\/td><td>D\u00e9tente des traits, sourire, grimace, sourcils fronc\u00e9s<\/td><td>Bien-\u00eatre, plaisir, g\u00eane, douleur possible<\/td><\/tr>\n    <tr><td>Corps<\/td><td>\u00c9paules rel\u00e2ch\u00e9es ou crisp\u00e9es, agitation, repli<\/td><td>S\u00e9curit\u00e9 ou tension, envie de pause<\/td><\/tr>\n    <tr><td>Regard<\/td><td>Contact soutenu, fuite du regard, poursuite d'un objet<\/td><td>Int\u00e9r\u00eat, surcharge, choix<\/td><\/tr>\n    <tr><td>Respiration<\/td><td>Calme et r\u00e9guli\u00e8re, acc\u00e9l\u00e9r\u00e9e, retenue<\/td><td>Apaisement ou stress montant<\/td><\/tr>\n    <tr><td>Sons<\/td><td>Vocalises, soupirs, cris, silence inhabituel<\/td><td>Recherche de contact, appel, malaise<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<h3>Le pi\u00e8ge de la surinterpr\u00e9tation<\/h3>\n\n<p>Observer ne veut pas dire tout comprendre, ni d\u00e9cider seul de ce que la personne ressent. Le risque est double&nbsp;: soit renoncer trop vite (\u00ab&nbsp;on ne sait pas ce qu'il veut&nbsp;\u00bb), soit surinterpr\u00e9ter en projetant nos propres attentes (\u00ab&nbsp;il sourit, donc il est d'accord&nbsp;\u00bb). La bonne posture consiste \u00e0 formuler des hypoth\u00e8ses, \u00e0 les tester, \u00e0 les revoir. On propose, on observe la r\u00e9action, on ajuste. Un signal isol\u00e9 ne suffit pas&nbsp;; c'est sa r\u00e9p\u00e9tition dans des contextes semblables qui lui donne un sens fiable.<\/p>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Pain and suffering: never trivialize a change<\/strong>\n  <p>In a non-verbal person, pain is not expressed in words: it is shown, sometimes indirectly \u2014 new agitation, withdrawal, refusal of contact, grimaces, cries, changes in sleep or appetite. These changes are not part of entertainment: they must be observed, noted precisely, and reported without delay to the doctor or healthcare team, who alone can assess the cause. In case of a concerning vital sign, contact the emergency services in your country. Never try to \"calm\" alone with treatment: pain assessment is a medical act.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-posture\">The right posture: presence, rhythm, environment<\/h2>\n\n<p>The quality of the exchange depends primarily on the conditions in which it takes place. One can have the best intentions in the world and fail because they went too fast, because the television was blaring, or because they addressed the person from above, without ever meeting their gaze.<\/p>\n\n<h3>Make yourself available before communicating<\/h3>\n\n<p>Engaging with a non-verbal person requires slowing down. Announce yourself, introduce yourself even if you are known, wait to capture attention before proposing anything. Getting to eye level \u2014 sitting, bending \u2014 rather than towering over the person standing, radically changes the tone of the exchange. Then allow a much longer response time than in an ordinary conversation: information processing can be slow, and filling the silence too quickly amounts to speaking for the other person.<\/p>\n\n<h3>Take care of the environment<\/h3>\n\n<p>Noise, agitation, comings and goings, harsh lighting, or multiple simultaneous sources of stimulation saturate attention and make any exchange impossible. Before attempting to communicate, reduce interference: lower the volume, close a door, remove distractions, choose a time when the person is neither exhausted nor over-solicited. A calm environment is not an accessory comfort: it is a condition for communication.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Choose the right time.<\/strong> Neither just after a tiring care session nor in the midst of collective agitation. Favor a time when the person is rested and available.<\/li>\n  <li><strong>Prepare the space.<\/strong> Reduce noise and competing stimuli. A calm environment is better than a rich environment.<\/li>\n  <li><strong>Announce and position yourself.<\/strong> Get into the field of vision, at eye level, introduce yourself in a calm voice, capture contact before starting.<\/li>\n  <li><strong>Propose one thing at a time.<\/strong> One idea, one object, one simple instruction. Avoid overloading with words and requests.<\/li>\n  <li><strong>Allow time.<\/strong> Wait for the reaction without rushing it; silence is not a failure, it's a space to respond.<\/li>\n  <li><strong>Observe and adjust.<\/strong> Read the response \u2014 look, gesture, expression \u2014 and adapt accordingly. Follow the person, do not force them.<\/li>\n<\/ol>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Communicating differently, it's learned<\/h3>\n  <p>Adapting an activity, capturing attention, relying on gesture and sensory, creating a connection with a person who no longer speaks: the DYNSEO training \"Supporting seniors differently: playing to stimulate and share\" brings together these practical guidelines in 30 lessons. 100% online, unlimited access, certificate of completion, Qualiopi certified organization (N\u00b0 11757351875).<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/stimuler-et-creer-du-lien-avec-les-jeux-dynseo\/\">Discover the training \u2014 \u20ac150<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-outils\">Supports and tools for communicating differently<\/h2>\n\n<p>Beyond gestures and presence, concrete supports facilitate exchange with a non-verbal person. They do not replace the relationship: they support it, offering visual, sensory, or tactile points of support around which to build a shared moment.<\/p>\n\n<h3>Visual and symbolic supports<\/h3>\n\n<p>Images, pictograms, photos, and real objects serve as a bridge when words are lacking. Showing a photo of a dish rather than asking \"what do you want to eat?\", presenting two objects to let them choose, pointing on an image board: these are ways to make communication concrete and give the person a decision-making power. These approaches, grouped under the term of alternative and enhanced communication, adapt to each individual's profile and are often built with the help of a speech therapist.<\/p>\n\n<h3>Sensorial supports and affective memory<\/h3>\n\n<p>Music, smells, textures, and old photographs touch registers that often resist the loss of language. A familiar song, an object from the past, a pleasant material to handle can reopen contact where words failed. This is the principle of reminiscence and sensory stimulation: mobilizing the memory of emotions rather than that of facts.<\/p>\n\n<p>A support always benefits from being co-constructed. An image board assembled with the family, based on objects, places, and people truly important to the person, will be much more meaningful than a standard support bought ready-made. Similarly, a picture book of food preferences or activities is all the more valuable as it reflects the unique history of the person concerned. The support is also adapted to sensory abilities: large and contrasted images in case of visual impairment, real objects when the image remains too abstract. The best tool is not the most sophisticated, it's the one the person understands and appropriates.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">1<\/div>\n    <h3 class=\"dyn-module__title\">Visual cues for structuring<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Anticipate rather than surprise<\/strong> \u2014 showing what will happen reduces anxiety. A visual support that announces the sequence of a moment helps the person to situate themselves.<\/li>\n    <li><strong>Rhythm the time<\/strong> \u2014 a visual cue of duration allows understanding how long an activity lasts, without having to explain it with words.<\/li>\n    <li><strong>Value what is done<\/strong> \u2014 keeping a record of shared moments and progress fuels motivation and shows the path traveled.<\/li>\n  <\/ul>\n<\/div>\n\n\n<p>DYNSEO met \u00e0 disposition un <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalogue d'outils<\/a> pens\u00e9s pour l'accompagnement&nbsp;: supports \u00e0 imprimer, rep\u00e8res visuels, tableaux de suivi et d'autres ressources qui aident \u00e0 structurer un moment et \u00e0 objectiver ce qui \u00e9volue. Ces supports sont particuli\u00e8rement utiles aupr\u00e8s d'une personne non verbale, car ils remplacent une consigne orale par un point d'appui concret que l'on peut montrer, d\u00e9signer ou manipuler ensemble.<\/p>\n\n<h3>Les applications et jeux de stimulation<\/h3>\n\n<p>Un support num\u00e9rique bien choisi peut devenir un formidable pr\u00e9texte \u00e0 la rencontre. L'application <a href=\"https:\/\/www.dynseo.com\/version-coco\/\">COCO<\/a> propose des jeux de stimulation dont le niveau s'ajuste, ce qui permet de rester dans la zone o\u00f9 la personne r\u00e9ussit \u2014 ni trop facile, ni d\u00e9courageant. Aupr\u00e8s d'une personne non verbale, l'int\u00e9r\u00eat n'est pas la performance mais le partage&nbsp;: on joue \u00e0 deux, on d\u00e9signe, on r\u00e9agit ensemble \u00e0 une image ou \u00e0 un son, et le jeu sert de terrain d'\u00e9change non verbal. Les <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">tests cognitifs<\/a> propos\u00e9s par DYNSEO permettent par ailleurs de faire un premier point, \u00e0 interpr\u00e9ter toujours avec un professionnel.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 L'outil au service du lien, jamais l'inverse<\/strong>\n  <p>Un support n'a de valeur que s'il cr\u00e9e de la relation. Si un jeu, une image ou une application agite la personne, la met en \u00e9chec ou la coupe du contact, on l'abandonne sans h\u00e9siter. L'indicateur de r\u00e9ussite n'est pas \u00ab&nbsp;a-t-elle r\u00e9ussi l'exercice&nbsp;?&nbsp;\u00bb mais \u00ab&nbsp;avons-nous partag\u00e9 un moment de qualit\u00e9&nbsp;?&nbsp;\u00bb.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-animation\">Animer une activit\u00e9 avec une personne non verbale<\/h2>\n\n<p>Animer aupr\u00e8s d'une personne non verbale, ce n'est pas renoncer aux activit\u00e9s&nbsp;: c'est les repenser autour du lien plut\u00f4t que du r\u00e9sultat. Une activit\u00e9 r\u00e9ussie n'est pas celle qui aboutit \u00e0 une production visible, mais celle qui procure du plaisir, de l'apaisement, un sentiment d'\u00eatre avec.<\/p>\n\n<h3>Partir des go\u00fbts et de l'histoire de la personne<\/h3>\n\n<p>Une animation touche d'autant plus qu'elle s'ancre dans ce que la personne a aim\u00e9. Les chansons de sa jeunesse, les gestes d'un m\u00e9tier qu'elle a exerc\u00e9, les mati\u00e8res d'un jardin qu'elle a cultiv\u00e9, les saveurs de sa r\u00e9gion&nbsp;: ces \u00e9l\u00e9ments biographiques sont des cl\u00e9s. Aupr\u00e8s d'une personne qui ne peut plus les nommer, c'est \u00e0 l'entourage \u2014 famille et professionnels ensemble \u2014 de reconstituer ce r\u00e9pertoire et de s'en servir.<\/p>\n\n<h3>Des activit\u00e9s qui parlent au corps et aux sens<\/h3>\n\n<ul>\n  <li><strong>La musique<\/strong> \u2014 \u00e9couter, fredonner, marquer un rythme, manipuler un instrument simple. La musique mobilise l'\u00e9motion et le corps sans exiger de mots.<\/li>\n  <li><strong>Le toucher et les mati\u00e8res<\/strong> \u2014 manipuler du tissu, du sable, de la p\u00e2te, des objets aux textures vari\u00e9es&nbsp;; un temps sensoriel calme et s\u00e9curisant.<\/li>\n  <li><strong>Les gestes du quotidien<\/strong> \u2014 plier du linge, \u00e9plucher, arroser des plantes&nbsp;: des gestes automatiques et valorisants, charg\u00e9s de sens.<\/li>\n  <li><strong>L'image et le souvenir<\/strong> \u2014 feuilleter un album, regarder des photos, r\u00e9agir ensemble \u00e0 ce qui appara\u00eet, sans quiz ni bonne r\u00e9ponse \u00e0 donner.<\/li>\n  <li><strong>Le mouvement doux<\/strong> \u2014 bouger sur une musique, suivre un ballon des yeux ou de la main, dans le respect strict des capacit\u00e9s et des consignes du kin\u00e9sith\u00e9rapeute.<\/li>\n<\/ul>\n\n<h3>Comment mener le moment<\/h3>\n<ol class=\"dyn-steps\">\n  <li><strong>Prepare and simplify.<\/strong> A modest goal, minimal materials, a calm environment. A brief and successful activity is better than an ambitious and exhausting one.<\/li>\n  <li><strong>Offer, do not impose.<\/strong> Present, show, invite with a look and a gesture. A refusal is respected: it is part of the dialogue.<\/li>\n  <li><strong>Follow the person's rhythm.<\/strong> Move at their pace, accept pauses, stop at the first signs of fatigue or saturation.<\/li>\n  <li><strong>Accompany with gesture and look.<\/strong> Show rather than explain, do with rather than make do, encourage with a smile and a warm voice.<\/li>\n  <li><strong>Close gently.<\/strong> Mark the end with a ritual and reassuring gesture, thank, leave a positive trace of the moment.<\/li>\n<\/ol>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>\u2705 What helps<\/th><th>\u274c What breaks the connection<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>A short activity, rooted in the person's history<\/td><td>A long, standardized activity, imposed on everyone in the same way<\/td><\/tr>\n    <tr><td>Follow the person's rhythm, accept pauses<\/td><td>Want to \"finish\" at all costs, rush the movement<\/td><\/tr>\n    <tr><td>Show, do with, encourage with a look<\/td><td>Multiply complex verbal instructions<\/td><\/tr>\n    <tr><td>Seek pleasure and shared connection<\/td><td>Seek performance and the right answer<\/td><\/tr>\n    <tr><td>Respect a refusal as a word<\/td><td>Insist, force, correct<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<h3>Individually or in a group?<\/h3>\n\n<p>Both formats have their place, provided their limits are known. Individual exchange offers the most favorable framework: full attention, controlled environment, fine adaptation to the person's rhythm. It is often there that the richest contacts with a non-verbal person are born. The group, on the other hand, brings a social dimension, an atmosphere, emulation through imitation; but it also exposes to sound overload and the difficulty of following several people at once. A non-verbal person can quickly feel overwhelmed. One solution is to provide, within a collective activity, individualized contact times \u2014 a look, a word, a gesture addressed to them alone \u2014 so that they do not become a mere passive spectator. Inclusion is not decreed: it is built through these repeated micro-attentions.<\/p>\n\n<h3>What is gained, beyond the moment<\/h3>\n\n<p>A successful animation moment is not measured only at the moment. It nurtures the feeling of existing, of mattering, of still being in relation. For those around, it also transforms the perspective: one stops seeing a diminished person to rediscover someone with whom something is still happening. This shift is precious, including for enduring over time.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-erreurs\">Mistakes that break the connection<\/h2>\n\n<p>Certain attitudes, often unconscious and driven by the best intentions, close the door instead of opening it. Knowing them allows for correction \u2014 because they are not faults of the heart, they are reflexes that can be unlearned.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Common Mistake<\/th><th>What it Causes<\/th><th>What to Do Instead<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Talking about her in the third person in front of her<\/td><td>A feeling of being erased, considered absent<\/td><td>Address her directly, include her in the exchange<\/td><\/tr>\n    <tr><td>Talking like to a child, over-articulating<\/td><td>Humiliation, a loss of dignity<\/td><td>A normal, calm voice, respectful of the adult<\/td><\/tr>\n    <tr><td>Finishing her sentences, guessing for her<\/td><td>Discouragement, stopping attempts<\/td><td>Allow time, rely on gestures and support<\/td><\/tr>\n    <tr><td>Repeating louder when she doesn't respond<\/td><td>Overload, sometimes agitation<\/td><td>Simply rephrase, change channel, slow down<\/td><\/tr>\n    <tr><td>Doing it for her to go faster<\/td><td>A loss of autonomy and initiative<\/td><td>Let her do it, more slowly, with the right level of help<\/td><\/tr>\n    <tr><td>Interpreting every behavior as intentional<\/td><td>Unjust reproaches, tension<\/td><td>Look for the need or mechanism behind the sign<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-oui\">\n  <strong>To do<\/strong>&nbsp;: address the person as a full-fledged adult, get down to their level, announce your gestures, allow long response times, rely on eye contact, proposed touch and concrete supports, and consider every reaction as a form of language.\n<\/div>\n\n<div class=\"dyn-non\">\n  <strong>To avoid<\/strong>&nbsp;: talking about her without her, rushing her, raising your voice, multiplying instructions, forcing contact or activity, and concluding that she \"doesn't understand anything anymore\" because she doesn't respond with words.\n<\/div>\n\n<p><strong>\u274c To absolutely avoid&nbsp;:<\/strong> concluding from the absence of speech an absence of awareness. This is the mistake that insidiously allows all the others. As long as we assume that the person perceives, understands, and feels, we maintain correct gestures; as soon as we give up, we stop communicating.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-equipe\">Transmitting&nbsp;: families and professionals together<\/h2>\n\n<p>Communication with a non-verbal person relies on dispersed knowledge. The family knows the life story, tastes, old signals; professionals bring care expertise, daily observation, and a multidisciplinary perspective. None holds the key alone: it is by combining this knowledge that reliable communication is built.<\/p>\n\n<h3>Record and share signals<\/h3>\n\n<p>A sign understood by only one person is lost. The challenge is to make this knowledge collective: note the identified signals, what soothes, what triggers discomfort, habits and preferences, then pass them on to the entire team and each new caregiver. A shared liaison tool \u2014 notebook, board, preference sheet \u2014 prevents everyone from starting from scratch and provides the person with valuable continuity. It is also a means to objectify what evolves and to transmit it to the doctor.<\/p>\n\n<h3>The particular role of healthcare professionals<\/h3>\n\n<p>Speech therapist, occupational therapist, psychomotor therapist, doctor, psychologist: each illuminates a facet. The speech therapist assesses communication abilities and proposes adapted tools; the occupational therapist and psychomotor therapist work on gestures and the environment; the doctor and psychologist make the diagnosis and prognosis, which nothing in this article can replace. Any question about evolution, pain, or a change in behavior falls under their responsibility.<\/p>\n\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Ce qui rel\u00e8ve toujours du professionnel de sant\u00e9<\/strong>\n  <p>Le diagnostic, le pronostic, l'\u00e9valuation de la douleur, l'ajustement d'un traitement, l'interpr\u00e9tation d'un changement de comportement inexpliqu\u00e9. L'entourage observe, d\u00e9crit avec pr\u00e9cision et signale&nbsp;; il n'\u00e9tablit pas de conclusion m\u00e9dicale et n'improvise aucun traitement. En cas de situation vitale, on contacte sans attendre les services d'urgence de votre pays.<\/p>\n<\/div>\n\n<h3>Prendre soin de celui qui accompagne<\/h3>\n\n<p>Un point m\u00e9rite une vigilance particuli\u00e8re&nbsp;: l'arriv\u00e9e d'un nouvel intervenant. Chaque changement d'aide \u00e0 domicile, chaque remplacement, chaque nouvel accompagnant repart de z\u00e9ro s'il n'a pas acc\u00e8s au savoir accumul\u00e9. Pour une personne non verbale, \u00eatre face \u00e0 quelqu'un qui ignore ses signaux, ses habitudes et ses pr\u00e9f\u00e9rences est source d'ins\u00e9curit\u00e9 et de r\u00e9gression du contact. Pr\u00e9voir un temps de transmission, m\u00eame bref, et un support \u00e9crit accessible r\u00e9duit consid\u00e9rablement cette rupture. Ce n'est pas un luxe administratif&nbsp;: c'est ce qui garantit \u00e0 la personne d'\u00eatre comprise de la m\u00eame fa\u00e7on quel que soit l'interlocuteur, et de ne pas avoir \u00e0 \u00ab&nbsp;r\u00e9apprendre&nbsp;\u00bb \u00e0 se faire comprendre \u00e0 chaque changement d'\u00e9quipe.<\/p>\n\n<p>Communiquer avec une personne qui ne r\u00e9pond plus par des mots demande une attention soutenue et peut \u00eatre \u00e9motionnellement \u00e9prouvant. Le doute \u2014 \u00ab&nbsp;est-ce que je fais bien&nbsp;?&nbsp;\u00bb, \u00ab&nbsp;est-ce qu'il me reconna\u00eet&nbsp;?&nbsp;\u00bb \u2014 p\u00e8se. Se former, \u00e9changer avec d'autres accompagnants, s'autoriser des moments de r\u00e9pit ne sont pas des faiblesses&nbsp;: ce sont les conditions pour tenir dans la dur\u00e9e et rester disponible. Un accompagnant \u00e9puis\u00e9 ne peut pas \u00eatre pleinement pr\u00e9sent.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>Pour aller plus loin<\/h2>\n\n<p>Cet article pose les bases de la communication non verbale et de l'animation adapt\u00e9e. D'autres ressources de cette s\u00e9rie approfondissent chaque aspect&nbsp;:<\/p>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Approfondir<\/span>Les canaux de la communication non verbale&nbsp;: regard, toucher, voix, comment les mobiliser au quotidien<\/a>\n  <a href=\"#\"><span>Activit\u00e9s<\/span>Id\u00e9es d'animations sensorielles et musicales pour les personnes qui ne parlent plus<\/a>\n  <a href=\"#\"><span>Observation<\/span>Construire un r\u00e9pertoire de signaux et un support de liaison avec l'\u00e9quipe<\/a>\n  <a href=\"#\"><span>Aidants<\/span>Accompagner sans s'\u00e9puiser&nbsp;: rep\u00e8res pour les proches et les professionnels<\/a>\n<\/div>\n\n<p>C\u00f4t\u00e9 ressources&nbsp;: le <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalogue d'outils DYNSEO<\/a> rassemble des supports \u00e0 imprimer et des rep\u00e8res visuels utiles pour structurer un moment d'\u00e9change&nbsp;; les <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">tests cognitifs<\/a> permettent de faire un premier point \u00e0 partager avec les professionnels&nbsp;; et l'application <a href=\"https:\/\/www.dynseo.com\/version-coco\/\">COCO<\/a> offre un support de stimulation dont le niveau s'ajuste, \u00e0 utiliser \u00e0 deux comme terrain de rencontre.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Questions fr\u00e9quentes<\/h2>\n<div class=\"dyn-faq\"><h3>Une personne non verbale comprend-elle ce qu'on lui dit&nbsp;?<\/h3>\n  <p>Cela d\u00e9pend de ce qui touche la parole, et cela ne peut \u00eatre pr\u00e9cis\u00e9 que par un professionnel de sant\u00e9. Dans de nombreuses situations, la compr\u00e9hension est bien mieux pr\u00e9serv\u00e9e que l'expression&nbsp;: la personne saisit le sens, l'intention et surtout le ton, m\u00eame si elle ne peut plus r\u00e9pondre par des mots. La r\u00e8gle de prudence est de toujours faire l'hypoth\u00e8se qu'elle comprend&nbsp;: on s'adresse \u00e0 elle directement, avec respect, sans parler d'elle \u00e0 la troisi\u00e8me personne devant elle. M\u00eame lorsque la compr\u00e9hension des mots diminue, la perception \u00e9motionnelle \u2014 la chaleur d'une voix, la douceur d'un geste \u2014 reste souvent longtemps active.<\/p>\n\n  <h3>Comment savoir si elle veut dire \u00ab&nbsp;oui&nbsp;\u00bb ou \u00ab&nbsp;non&nbsp;\u00bb&nbsp;?<\/h3>\n  <p>En observant, dans la dur\u00e9e, les signaux propres \u00e0 la personne. Un mouvement de t\u00eate, un clignement, une d\u00e9tente ou une crispation, un son particulier peuvent tenir lieu de \u00ab&nbsp;oui&nbsp;\u00bb ou de \u00ab&nbsp;non&nbsp;\u00bb. Ces signes ne sont pas universels&nbsp;: ils se rep\u00e8rent en croisant les observations, se v\u00e9rifient en contexte, puis se partagent avec toute l'\u00e9quipe et la famille. On propose des choix simples et concrets \u2014 deux objets, deux images \u2014 plut\u00f4t que des questions ouvertes, et on confirme en reformulant ce que l'on a compris. Un signal isol\u00e9 ne suffit jamais&nbsp;: c'est sa r\u00e9p\u00e9tition dans des situations semblables qui lui donne un sens fiable.<\/p>\n\n  <h3>Faut-il continuer \u00e0 lui parler m\u00eame si elle ne r\u00e9pond pas&nbsp;?<\/h3>\n  <p>Oui, absolument. Parler \u00e0 une personne non verbale n'a rien d'inutile&nbsp;: la voix, son ton, son rythme transmettent une pr\u00e9sence et une intention rassurantes, m\u00eame sans r\u00e9ponse. On privil\u00e9gie des phrases courtes, une id\u00e9e \u00e0 la fois, un d\u00e9bit lent, et on accompagne les mots de gestes, de regards et de supports concrets. Ce qui est \u00e0 \u00e9viter, c'est de parler par-dessus la personne, de la presser ou de hausser le ton quand elle ne r\u00e9agit pas. Continuer \u00e0 s'adresser \u00e0 elle, c'est continuer \u00e0 la reconna\u00eetre comme un interlocuteur \u00e0 part enti\u00e8re&nbsp;; cesser de le faire l'isole davantage.<\/p>\n\n  <h3>Quelles activit\u00e9s proposer \u00e0 une personne qui ne parle plus&nbsp;?<\/h3>\n  <p>Des activit\u00e9s qui passent par le corps, les sens et l'\u00e9motion plut\u00f4t que par les mots&nbsp;: \u00e9couter ou fredonner une musique famili\u00e8re, manipuler des mati\u00e8res, feuilleter des photos, accomplir des gestes du quotidien valorisants, bouger doucement dans le respect des capacit\u00e9s. L'important n'est pas la performance ni un r\u00e9sultat visible, mais le plaisir et le lien partag\u00e9s. On part des go\u00fbts et de l'histoire de la personne, on garde des activit\u00e9s courtes, on suit son rythme et on s'arr\u00eate aux premiers signes de fatigue. Une activit\u00e9 respect\u00e9e dans son refus vaut mieux qu'une activit\u00e9 impos\u00e9e&nbsp;: le but est de se rencontrer, pas de r\u00e9ussir un exercice.<\/p>\n\n  <h3>Comment reconna\u00eetre qu'elle a mal ou qu'elle souffre&nbsp;?<\/h3><\/div>\n<div class=\"dyn-faq\">\n  <p>In a non-verbal person, pain is shown rather than spoken: new agitation, withdrawal, refusal of contact, grimaces, cries, changes in sleep or appetite, body tension. These signs should alert, be noted precisely, and reported without delay to the doctor or care team: pain assessment is a medical act, never a matter of personal interpretation or improvised treatment. We describe what we observe, in what context and since when, to assist the professional. In case of concerning vital signs, immediately contact the emergency services of your country.<\/p><\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>This article is intended to provide general information on non-verbal communication and adapted animation. It does not replace a diagnosis, medical advice, or care by a professional. For any questions regarding a particular situation \u2014 evolution, pain, unusual behavior \u2014 contact the attending physician, the care team, or the healthcare professionals accompanying the person.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dag-media-row\" style=\"background:linear-gradient(135deg,#eef1ff 0%,#f4ecff 100%);border-radius:22px;padding:26px 30px;margin:38px 0;display:flex;gap:30px;align-items:center;flex-wrap:wrap;box-shadow:0 12px 30px rgba(94,94,215,.12);\">\n  <div style=\"flex:1;min-width:240px;\">\n    <div style=\"display:inline-block;background:#fff;color:#5268c9;font-weight:700;font-size:12px;letter-spacing:.04em;padding:5px 13px;border-radius:20px;margin-bottom:12px;text-transform:uppercase;box-shadow:0 2px 8px rgba(94,94,215,.12);\">CHILDREN 5-10 YEARS<\/div>\n    <div style=\"font-weight:700;font-size:1.2rem;color:#5e5ed7;margin-bottom:10px;\">Our application<\/div>\n    <p style=\"margin:0 0 16px;color:#444;font-size:1rem;line-height:1.55;\">COCO THINKS and COCO MOVES: educational games and active breaks for children aged 5 to 10, designed with professionals.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" style=\"display:inline-block;background:linear-gradient(135deg,#5e5ed7,#5268c9);color:#fff;text-decoration:none;font-weight:600;padding:13px 24px;border-radius:12px;box-shadow:0 8px 22px rgba(94,94,215,.30);\">Discover \u2192<\/a>\n  <\/div>\n  <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/01\/icone-logo-coco-rond.webp\" alt=\"COCO\" style=\"width:38%;min-width:220px;border-radius:18px;box-shadow:0 14px 34px rgba(94,94,215,.22);object-fit:cover;\">\n<\/div>\n<div class=\"dyn-cta\">\n  <h3>Make every exchange a moment of connection<\/h3>\n  <p>Continuing to communicate differently, when speech has withdrawn, is something that can be learned and worked on. The DYNSEO training \"Supporting seniors differently: playing to stimulate and share\" translates these benchmarks into concrete actions: 30 lessons, 100% online, unlimited access, certificate of completion, Qualiopi certified organization (N\u00b0 11757351875).<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/stimuler-et-creer-du-lien-avec-les-jeux-dynseo\/\">Access the training \u2014 150 \u20ac<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582,3582],"tags":[14454,14455,14457,14456,14453],"class_list":["post-785630","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches","tag-accessible-activities","tag-augmentative-and-alternative-communication","tag-communication-partners","tag-meaningful-choice","tag-nonspeaking-adults"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Activities with nonspeaking adults: make communication and participation accessible - DYNSEO - Educational apps &amp; 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