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In this post, I’ll share three essential steps to teach a child to respond to their name, drawing from both my personal experience as a parent and my professional background. Teaching this skill is crucial, not only for safety but also for social development and communication. I’ll also address the common question: Does a lack of name response mean autism?
My book, The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders, describes a procedure for how to teach responding to your name on page 106. It was something I came up with for Lucas and I’ve used it for many, many children. I also cover this in my newest book Turn Autism Around and explain how this can be a sign of autism alongside 9 other early signs.
One of the biggest things about teaching a child to respond to their name is to stop using their name so much. When Lucas’s first consultant came to our home, we had Lucas in the room and my parents were there, the three therapists that were going to work with him were there, and I was there. We were all talking to Lucas, saying, “Lucas, come here, Lucas, touch your nose.” The consultant told us to stop saying Lucas. He was the only child there and it wasn’t helping the situation.
I saw this all the time in schools and at home. “Johnny touch your nose, Johnny, come here.” I also heard a lot of names paired with negative responses. “Johnny, no. Stop. Johnny, I said no.” So, we are actually pairing a child’s name in either condition, whether we’re yelling at the child or reprimanding the child, we’re pairing it with a negative or pairing it with a demand. “Johnny, touch your nose” is pairing a name with aversive control.
So maybe your baby or 2 year old is not responding to their name and you are worried, but good news, we can actually teach this skill! Here are the 3 steps to teaching a child to respond to their name.
The first step is to minimize how often we use the child’s name. Often, we say a child’s name when placing demands or in negative contexts, which can unintentionally make their name aversive. Constantly saying, “Lucas, stop!” or “Lucas, come here!” during frustrating moments can lead them to associate their name with negativity, causing them to ignore it over time.
To avoid this, consciously limit using their name for requests or corrections. If you can’t avoid the demand, simply say, “Come here,” instead of, “Lucas, come here.” Start by implementing this change across everyone involved with the child, including family members and caregivers. This practice helps “reset” the child’s reaction to their name, making it neutral again rather than associated with demands.
Once you’ve cut back on using their name negatively, it’s time to pair it with positive experiences. This is about reinforcing name response with something the child enjoys. For example, if your child loves bubbles, sit close to them while they’re playing, and once you have their attention, say their name and blow bubbles. The key is to immediately reinforce the behavior with something they love, like a favorite toy or snack.
This step may require multiple trials throughout the day. Gather a variety of items or activities your child enjoys, and be ready to use them. Start within arm’s reach of your child, calling their name with a small tap on the shoulder if necessary. As soon as they turn toward you, offer the reinforcer immediately. Repeat this process with various reinforcers over several days, gradually increasing the distance as they consistently respond.
Patience and data collection are essential in this process. Just like with any learning goal, tracking progress helps you understand what works and where you might need to adjust. Note how many trials are needed each day, which reinforcers are most effective, and how far you can distance yourself before the child no longer responds to their name.
Consider creating a simple data sheet to track responses. This doesn’t have to be complicated—a basic notebook with a list of reinforcers, trials, and results will suffice. Track how often the child looks up at you after hearing their name and at what distance this occurs. This process might take time, but with consistent practice, most children can improve their response to their name.
The ability to respond to one’s name is foundational for safety and communication. Children who do not respond might not understand simple directions like “stop” or “come here,” which can be dangerous in certain situations. It’s crucial that all caregivers and teachers are on board with this process to reinforce the name response consistently across different environments.
Teaching name response is just the beginning. For many children, especially those with autism, learning to respond to their name can open doors to more complex communication skills. With patience, consistency, and positive reinforcement, you can help your child build this important skill, leading to greater independence and engagement with the world around them.
A lack of response to one’s name can be a possible sign of autism, but it isn’t definitive. If a child does not have other signs of autism, then it may not be. Also, many factors can affect a child’s responsiveness, including hearing difficulties, attention issues, or developmental delays.
It’s essential to rule out hearing loss first, as this is a frequent cause of poor name response. For instance, when my son Lucas was young, he showed a limited response to his name but reacted strongly to familiar sounds like the Pennsylvania lottery jingle.
If you’re concerned about your child’s name response, try conducting informal tests at home—such as calling their name while they’re focused on something else or using sounds they enjoy to gauge their response. Regardless of the outcome, consulting with a pediatrician and considering an audiologist evaluation can provide peace of mind and ensure you’re on the right track. If you are worried about autism, it is best to learn more here.
If you would like more information about these steps, go to page 106 in my book The Verbal Behavior Approach, read Turn Autism Around, or get a free cheat sheet at marybarbera.com/resources.
A lack of response to their name could be a sign of autism, but it doesn’t always mean that. Other factors, such as hearing issues, ADHD, or developmental delays, can also affect a child’s ability to respond. It’s important to rule out hearing problems first and consult with a pediatrician if you’re concerned. You can also teach name response using this free guide.
Most typically developing children begin to respond to their name around 6 to 12 months of age. If your child isn’t responding by 12 months, it’s a good idea to monitor their development with this assessment and discuss any concerns with your pediatrician, while considering that every child develops at their own pace.
The first step is to avoid overusing their name in negative or demanding situations. Instead, pair their name with positive reinforcement, such as rewarding them with a favorite activity or toy when they respond. Make sure to check for any hearing issues by consulting a pediatrician or audiologist. Learn more about steps to teaching name response here.
You can teach your child to respond by using a three-step approach: 1) reduce the use of their name in negative contexts, 2) pair their name with something they enjoy (like bubbles or a favorite snack), and 3) track progress with patience, gradually increasing the distance from which you call their name as they improve.
Every child is different, so the timeline varies. Some children may start responding after a few days of consistent practice, while others may take weeks or longer. The key is to remain patient, continue reinforcing their name positively, and track small improvements along the way. Remember to not overly test the child and only use their name when delivering positive praise or items.
