Written by Liz Baird
Note: This article has been written by an Autistic speech pathologist with professionals from other disciplines in mind. While community members may also find valuable information within this article, it has been written for a professional audience and may use some unfamiliar terminology and concepts without providing a detailed explanation.
With the growing body of lived experience reports and academic research to support cognitive differences among Autistic and wider neurodivergent populations, it makes sense that these differences extend to the development of language, communication and speech.
As with many processes that occur within the brain, knowledge of communication development is largely at the theoretical level, with much research focusing on ‘typically’ developing populations (people who are not Autistic and do not have another disability or neurodivergence that might impact communication).
Traditionally, therapy approaches focused on bringing ‘atypically developing’ systems back in line with standard development. However, with growing popularity of the Neurodiversity Movement, increasing attention has been placed on supporting diverse methods of communication.
While Autistic populations are diverse, and therefore varied in their development of speech, language and communication, there are some common differences: echolalia/scripting (and gestalt language processing), variations in non-verbal communication, increased engagement around areas of interest, and differences in processing and understanding.
Many Autistic people communicate via echolalia (repeating another’s language) or scripting (repeating learned chunks of language in relevant situations). Echolalia can be immediate (repeating “Do you want a cookie?” immediately after being asked “Do you want a cookie?”) or delayed (such as repeating phrases from favourite movies or TV shows).
Studies support that echolalia is meaningful and can serve multiple purposes, such as acting as a conversational turn while the speaker is processing what has been said to them or assisting as a self-regulation strategy (Prizant & Duchan, 1981; Prizant & Rydell, 1984).
Echolalia often also has a communicative purpose and may require in-depth knowledge of the communicator or some problem-solving to determine the intended meaning. For example, a child who is asked “What do you want to do today?” may start to sing ‘the Little Mermaid’ song “Under the Sea”. This should be taken as an intentional and meaningful answer, and deciphered – for example, it could mean that the child wants to watch ‘the Little Mermaid’, but could also indicate any water or sea animal based activity – such as playing with their fish-shaped toys in the pool or visiting the aquarium.
There are increasing discussions around gestalt language processing as an alternative to the typical analytic language development (starting at the single word level and building abilities up to the phase, sentence and text level). Many Autistic people identify as gestalt language processors and have promoted the importance of different ways of acquiring language to be understood and supported.
It’s important to note that echolalia is considered a standard part of early language development for all children, however Autistic children may continue to use echolalia as a primary form of communication at ages older than considered typical. Echolalia may or may not develop into other forms of language.
Autistic people often show differences in non-verbal communication, such as with eye-contact, facial expressions, showing emotions, and with body language. Autistic children who are slower in speech development than their typically developing peers may have particular reliance on non-verbal communication and may direct a caregiver’s hand to point/complete actions, or drag a caregiver by the hand or arm to a desired object (called ‘hand-leading’). For example, a child may lead their caregiver to the cupboard to request a packet of chips, and then place their caregiver’s hand on the packet to request that it is opened for them.
However, many Autistic children may indicate their desires in less direct ways, such as trying to climb the cupboard shelves to gain the chips for themselves.
It’s vital that caregivers notice the varied ways their child communicates their thoughts, feelings, wants and needs – and responds to these regardless of their form.
Research suggests that due to Autistic differences in non-verbal communication, parents may miss their young child’s communication attempts. Tuning into how the Autistic young person is communicating and being responsive to all communication forms helps build communication (Edmunds, Kover & Stone, 2019).
Autistic brains may be more ‘wired’ to focus on areas of interest – with interests bringing significant levels of enjoyment and captivating substantial levels of attention. Many Autistic children may find it both easier and more preferable to talk about their interests and may experience difficulties if conversation topics are outside of these.
As Autistic SpIns (Special Interests) tend to be associated with extensive knowledge acquisition, Autistic people may more naturally share information that is focused on facts or is longer than a neurotypical conversational turn (called ‘infodumping’).
For example, an Autistic child who is into Pokémon may spend ten minutes infodumping their favourite Pokémon’s stats, type, weaknesses and other information. This level of information can be disinteresting or overwhelming for many conversation partners but can be impressive to other Pokémon fans – which highlights the importance of friendships based on shared interests.
Autistic brains may have some differences in how verbal information is processed and understood, such as having a shorter verbal memory, a slower processing time, and/or struggling with abstract or indirect language.
Autistic children with shorter verbal memories may struggle to follow multi-step instructions – a child that is asked to pack their toys away, grab their shoes and come downstairs for breakfast may complete just one part of this, or be completely overwhelmed by information and recall none.
Autistic people with slower processing times may require additional time to understand and respond to what is said. For example, a child may answer that they want rice cakes for lunch after the caregiver has moved on and started making sandwiches.
It is important to note that a need for increased processing time is not indicative of a lowered ability to comprehend or answer.
It can also take Autistic children longer to learn the intended meaning behind abstract or indirect language. Autistic brains tend to be literal processors and take language ‘at face value’ – and so many Autistic adults also find it difficult to determine the many ‘hidden meanings’ of neurotypical speech. For example, a caregiver may let a child know that “dinner is almost ready” with the intended meaning to move onto their usual routine of packing away their toys and setting the table. However, taken at ‘face value’ this phase has nothing to do with the child’s current state and may not be inferred by the child as an instruction. If the caregiver sees the unprepared table and says “Where are the plates?” the child may say “in the cupboard” – not as a ‘smart-Alec’ or disrespectful answer, but as a literal answer and indictive of missing the meaning of the interaction.
Similarly Autistic young people and adults may miss uses of sarcasm and subtler ways that indicate what a person has said is different to their intended meaning. This can make it difficult to understand and follow neurotypical social expectations (e.g. saying ‘good’ and asking the question back when asked “How are you?”) and can leave Autistic young people and adults more vulnerable to manipulation from others.
Speech, language and communication does not develop within a vacuum – and these complex processes can be impacted by on various factors including differences in sensory progressing and regulation, and motor differences.
Sensory differences:
Many Autistic children (and adults) experience differences in sensory processing. This can include specific differences in auditory processing and the ability to hear and process speech sounds and filter out background noise, as well as broader impacts on learning and engagement. A well-regulated sensory system helps the brain to be engaged and ready to learn, and so if a child’s sensory needs are not being met, they may not be as attentive to the language and communication used around them. A child who is bouncing on an exercise ball around the room may be more communicatively engaged than a child sitting and listening, depending on the child’s sensory needs. The ability to direct and maintain attention to communicative situations is important – which may be relevant to children who are also ADHD’ers, or who are hyper-focusing on a task and blocking out all interfering sensory information.
Similar to sensory regulation, regulation of wider nervous system arousal impacts on communication. Many Autistic people express their difficulties with accessing spoken language when under stress – and can experience situational mutism – the inability or restricted ability to produce speech when a stress response is triggered.
Motor differences:
Speech is a complex motor process, involving the precise movement and timing of multiple systems. Differences with the development of motor skills, such as dyspraxia, have an increased prevalence among Autistic populations. Childhood apraxia of speech (CAS), a motor disorder related to the production of speech, is suggested to be more prevalent among non-speaking Autistic children (Tager-Flusberg & Kasari, 2013).
Many non-speaking Autistic advocates share that while their bodies do not produce clear speech, their minds are full of ideas and things to say. It is important to support access to communication in ways other than speech, and to not assume that lack of speech is due to low IQ or the inability to communicate.
1. Respect and respond to all forms of communication
While our society places a large focus on speech as a primary communication method, it is not the only way to effectively get a message across. All people communicate in multiple methods – from facial expressions and body gestures to the use of symbols such as written words and emojis.
Tuning into and responding to all forms of an Autistic child’s communication – whether it be a pause in their actions, a fleeting glance, hand-leading, echolalic phrases from their favourite movie or an unclear vocalisation – is important to supporting language development. It is vital that all Autistic children learn that they can impact the world around them and get their needs met.
Focusing on speech sends the message that a child can’t get something unless they can say the word. Focusing on communication shows a child that any way that they can share their thoughts, feelings wants and needs will be listened to. For many Autistic children, waiting for clear speech development can be frustrating, and so other methods to communicate can make life easier and more enjoyable for them and those around them. Remember – there’s nothing that says that speech is the best way to communicate. Caregivers should adapt their communication style and find communication methods that suit their child.
This includes responding to echolalic speech. Assume that the speech has a meaning and work with your child to figure out what they are trying to communicate – and share this with all of your child’s supports so they understand too. Try incorporating phrases from your child’s favourite movies, shows and anything else they echo to build common ground and join them in their communication style.
2. Presume competence
There are no pre-requisites to communication, and so an Autistic child does not need to demonstrate any skills before being placed in a language-rich, multi-modal communication environment. Early support for caregivers to tune into their child and model language in alternative ways supports child development.
Children learn best when their brains and bodies are regulated, and needs are met. Supporting a child’s physical health, sensory and emotional regulation needs facilitates language learning.
Following the child’s interest and engaging in their play helps build engagement – a caregiver joining their child in watching the spinning wheels of a toy car instead of pushing the cars down the toy road sets the scene for shared engagement and learning.
3. Utilise alternative methods of communication
AAC – Alternative and Augmentation Communication – refers to ways of communicating other than speech. These include low-tech methods (ways that don’t use technology) such as signing, spelling with a letterboard, or writing on paper, and high-tech methods such as using a language app on an iPad or dedicated device. Robust AAC systems allow for communication across all functions (requesting, refusing, commenting, self-advocating etc.), have individualised vocabularies and support sentence structure development.
The goal of communication is to say what you want, how you want, when you want and to who you want to.
Even if an Autistic child produces some speech, they may not have sufficient and consistent access to speech to meet all communication functions (requesting, refusing, commenting, self-advocating etc.) all the time, and so may benefit from having an AAC system in conjunction to speech.
There are many studies supporting the fact that access to AAC facilitates language development and does not hinder speech development (Schlosser & Wendt, 2008). Access to a robust and suitable AAC system can significantly benefit Autistic children (and adults).
4. Understand (and value) Autistic communication
Non-autistic people frequently use indirect language and social niceties because it is part of our society – for example, the cashier who has said “Hi how are you?” to 100 customers does not have the time to hear an answer other than ‘good’; and the teacher who says “Children, take your seats” implicitly registers this as synonymous to ‘sit down’. However, it does not mean that every brain is expected to process these in the same way. It is important to understand that a child who communicates directly is not intentionally being blunt or rude, and that a child who misses the intended meaning is not being disobedient or cheeky.
Adapt your communication style to be easier to understand, give more processing time, and avoid giving long or detailed instructions (or use pictures/write these down) – whatever helps your Autistic child to engage.
Don’t be afraid to join your child in their interest – listen to their info-dumping and share facts – as these are valid and important ways to communicate. Help those around your child understand how they use and process language – and connect with other children who have similar interests or interaction styles.
Supporting the communication development of Autistic children requires a flexible and individualised approach. There are many ways that Autistic communication may differ from the societal norm, and various factors impacting this – and this article has only covered a few.
By responding to all forms of communication, presuming competence, and utilising alternative methods like AAC, caregivers and professionals can create an environment where Autistic children feel heard and supported.
It’s essential to adapt communication strategies to meet each child’s needs, respecting their preferred ways of expressing thoughts, feelings, and desires. Ultimately, the goal is to ensure that every child, regardless of their speech abilities, has access to meaningful communication that empowers them to engage with the world around them.
On Gestalt language processing:
On AAC:
Edmunds, S. R., Kover, S. T., & Stone, W. L. (2019). The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta-analysis. Autism Research, 12(5), 715–731. https://doi.org/10.1002/aur.2100
Prizant, B. M., & Duchan, J. F. (1981). The functions of immediate echolalia in autistic children. Journal of Speech and Hearing Disorders, 46(3), 241–249. https://doi.org/10.1044/jshd.4603.241
Prizant, B. M., & Rydell, P. J. (1984). Analysis of the functions of delayed echolalia in autistic children. Journal of Speech and Hearing Research, 27(2), 183–192. https://doi.org/10.1044/jshr.2702.183
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212–230. https://doi.org/10.1044/1058-0360(2008/021)
Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329
The Reframing Autism team would like to acknowledge the Traditional Owners of the lands on which we have the privilege to learn, work, and grow. Whilst we gather on many different parts of this Country, the RA team walk on the land of the Awabakal, Birpai, Whadjak, and Wiradjuri peoples.
We are committed to honouring the rich culture of the Aboriginal and Torres Strait Islander peoples of this Country, and the diversity and learning opportunities with which they provide us. We extend our gratitude and respect to all Aboriginal and Torres Strait Islander peoples, and to all Elders past and present, for their wisdom, their resilience, and for helping this Country to heal.
Donate