Sensory considerations
Environmental management
Routines and planned change
Visual supports
Autism friendly communication
Motivators 
Changing the way you speak: Helping children and adults
with autism make sense of their world
We often hear the comment about individuals with autism… “ He understands everything I say,
he just can’t express himself.” If only this were true! Life would be less confusing and frustrating
for children and adults who have autism. In actuality, all people with autism have difficulty
comprehending what others’ say.
With some children, the comprehension problem is apparent. With others it is masked because
visual information, knowledge of routines and rote memory are used to help interpret spoken
words. Using these learning strengths is a useful but not fool proof way of overcoming the
comprehension problems in autism. A more effective way to assist children and adults with autism
to make sense of others communication is by teaching communication partners to use an autism
friendly communication style.
THE MOST EFFECTIVE WAY WE CAN HELP PEOPLE WITH AUTISM MAKE SENSE OF
OTHERS IS TO CHANGE THE WAY WE COMMUNICATE!
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An autism friendly communication style eliminates or reduces language terms that create confusion
and presents information in a way that uses the learning strengths of autism while
addressing the information processing difficulties. In other words, an autism friendly communication
style involves adjusting what and how we communicate to best fit the strengths and challenges of
autism.
The recommendations outlined below will provide an optimal environment for assisting
comprehension and developing expressive communication in individuals with autism. Their
implementation will also make the social world less confusing and may provide other benefits such
as enhanced participation and a reduction in challenging behaviour.
Comprehension impairment, like other core features of autism, ranges in severity.
Some children and adults with autism have significant comprehension problems. They may be
nonverbal and appear to have a “selective” hearing impairment: i.e. they may respond to
environmental noises and yet not respond to what others say. At the other end of the continuum,
there are individuals who use fluent expressive language but have problems with inferred meanings
and comprehending the back and forth flow in conversations.
Outlined below are autism-friendly communication guidelines. They are listed in priority order. The
second strategy, Reduce your language and use key words is recommended when
communicating with young children and people with autism who have significant comprehension
impairment. The remaining nine guidelines are appropriate to use with all indiviudals who have
autism.
1
Use specific, direct language
Our communication style is an important part of our personality that is well ingrained and has been
developed at a largely unconscious level. Using direct, specific language is the most difficult
communication skill to master because we have to go against our natural inclinations and learn a
new way of talking in much the same way as we would learn a new maths skill.
Specific, direct language limits language terms that cause confusion and uses words that are easily
understood by people with autism. It takes practice to use specific language!
So what is specific language?
Specific, direct language uses names of people, places and objects instead of
using pronouns like “she”, “he”, “him”, “her”, “you”, “me”, “it”, “this” and “that.”
Instead of saying “Put it here” you may say, “Put the cup on the table”
Instead of saying “It’s over there” you may say, “Patrick’s lunchbox is in the sink”
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If you are a parent, instead of saying, “ I love you” you might say, “ Mummy loves Sarah.” As
your child develops language, you may pair the pronoun with the noun “ Mummy loves, you-Sarah.”
Potter and Whittaker (2001) recommend avoiding the use of “relative” terms as an early
communication goal.
Instead of saying, “Pick up everything “ you may say, “Put the chocolate papers in the bin and
the cushions on the lounge.”
Instead of saying, “ Give it to me,” you may say, “ Give the book to Daddy.”
People with autism tend to attach a particular meaning with a particular word, It is difficult for them
to make sense of words that change their meaning depending on the situation in which they are
said. Pronouns are particularly difficult to understand and use. With very young children and older
individuals who are nonverbal or use little language, it is best to minimise the use of pronouns when
we speak. As the child’s language develops and pronouns start to appear in their speech, we can
carefully and systematically teach their use.
Specific, direct language uses specific names instead of general labels
General labels
Specific names
shops
Woolworths
boy
Simon
food
Spaghetti Bolognese
burger
Big Mac
drink
Pineapple juice
breakfast
vegemite and toast
park
Bolson Street Park
video
Scooby Doo 2
laundry powder
OMO
chocolate
Mars Bar
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In typical language development, children first learn to understand and use general labels like
“drink” and “shopping” before learning more sophisticated vocabulary like “Coles”, “Westfield,
Burwood”, “Milo”, or “cranberry juice”. It appears that the opposite occurs in autism, some children
with ASD first learn more precise, exact vocabulary and then over time are able to group the precise
terms together to form a general category/term. Often brand names are understood better than
general names.
For example, a child with autism will naturally learn specific names like Pineapple juice and Sprite
lemonade (particularly if s/he enjoys the flavours) before learning that these terms may be referred
to collectively and separately as “drink,” (unless the child has been taught the term in intervention).
Using specific names also means that children with autism are able to utilise their natural visual
strengths to assist comprehension. For example, when going to Woolworth’s the adult may point to
an advertising brochure and then again to the shop front when saying the name “Woolworth’s” thus
ensuring that the child both sees and hears the word at the same time. Where does the child get
the same opportunity to see in environmental print the general name “ shopping”? Specific
language uses specific names instead of general labels.
Prepositions are kept to a minimum unless the meaning can be clearly
demonstrated
Prepositions are tricky, small words that have particularly versatile meanings. Children with autism
often have trouble understanding and using prepositions, as they do not have fixed meanings.
Prepositions cannot stand by themselves. If you try to define the meaning of the place prepositions
"in" or "between" or "on," you will probably need to use your hands to show how something is
situated in relationship to something else." Try to explain to another person what the word
“between” means without using your hands or using another preposition as a synonym. The words
“in” or “between” in themselves are meaningless; they do not have a fixed meaning. This makes
prepositions difficult to master for some children with ASD.
Some prepositions are easier to learn than others. The place prepositions “ in,” “on” and “under “
are the easiest to teach. The meaning of these place prepositions may be demonstrated easily
through using gestures (see Table 1 below). The words “ on” and “at” are not as easy to
understand. For example why do we say “ Tom’s in the toilet” instead of “ Tom’s at the toilet” and
yet we say “ Dad’s at work” but we do not say “ Dad’s in work’. Have a look at Table 2. You
probably know these rules at an unconscious level.
TABLE 1: Using gestures to support the meaning of prepositions in, on and under
Preposition
“in”
Example
Put Sari’s lunch box in the
blue crate
Nonverbal support
Tap inside of crate
“on”
Put the cup on the table
Point to table top
“under”
Put Kate’s bag under the
bench
Point to ground under bench
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It should be noted that being able to understand the words “in” “on” as place prepositions does not mean
that the child is able to understand “in” or “on” used as time prepositions (See Table 3)
TABLE 2: Place Prepositions
Preposition
Use
Example
in
used for places with
boundaries
Put the peel in the bin.
Michael is playing in the
lounge room
at
used for places with no
boundaries
-Patrick is waiting at the bus
stop.
-Dad is at work.
TABLE 3:Time Prepositions
at
used with specific
times
-The taxi comes at 3:00.
-The alarm goes off at 8:00.
on
used with days of the
week and dates
-On Monday we go swimming at
Ryde
-Term 1 began on January 28th.
in
used with months and
years
-We have our school holidays in
April and July.
-Ted was born in 1990.
for
used to introduce a
duration
-Miss Simpson has lived in
Sydney for 5 years.
Now let us consider the meaning of the direction prepositions (up, down, over) in the examples
below. It is possible to use gestures to clearly demonstrate the meaning of “up,” “down”, and “over”
in the following contexts.
Pull up pants
Put hands up
Put stick down
Jump over the pole
However these same words are used in everyday speech in a way that doesn’t remotely reflect the
meanings above. For example,
Why don’t you call me up?
I’m going down the shops
Hand it over, will you?
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As you can see, prepositions are small words that are particularly versatile in meaning. This
flexibility causes confusion for individuals with autism. When using specific language, it is best to
use prepositions where the meaning may be clearly demonstrated through
using gestures.
It is much easier to learn the names of objects than the names of verbs because objects are
concrete and permanent, while verbs describe movements that are there one moment and then
gone the next (i.e. transient). For this reason, in specific language we highlight the actual
movement that verbs refer to by modelling, gesturing and mapping the word
onto the exact moment the action is taking place.
At the exact moment the child is moving back and forth on a swing, experiencing the movement and
flow of the air, we may say the word “ swinging”. Similarly, as the adult’s foot comes into contact
with the ball, we may say the word “ kick”. This way we are highlighting the meaning of these action
words.
Another effective way to highlight the action/movement that verbs refer to is to model the action
yourself. You may pretend to cut, holding an imaginary knife and saw back and forth, and at the
same time say the word “ cut.” We may also use gestures such as holding our hand out, palm
showing, to demonstrate the action of the word “ stop.”
The meaning of verbs is demonstrated by saying the word at the exact time the
action takes place.
Descriptive terms are important to teach children as they give our language richness. In specific
language, the qualities that descriptive words refer to need to be made concrete through
demonstration. The child or adult needs to see or feel the quality that is being referred to:
For example:
Show the student that the pen doesn’t leave a mark on page and say the word “broken”,
don’t just replace with the pen with one that works.
Get the child to feel the wet patch on their pants before you change them.
Use fingers, written numerals or point to objects to demonstrate the meaning of quantity
descriptors.
Quantity words like “some”, “more” and “lots” are not specific. Consider how difficult it would be
determine the precise meaning of the word “some” in the following sentences:
“Some friends are coming to dinner”
“Give me some”
“Some books were left on the bus ”
Individuals with autism tend to understand language at a very literal level. The exact, primary
meaning of a word or group of words is understood whereas non-literal language like sarcasm,
exaggerations, inferred or double meanings, metaphors and idioms present enormous challenges.
The words “cough up the money” would have a child wondering how the coins got into the
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person’s body in the first place. The saying “it’s raining cats and dogs” would have them looking
upwards in the sky to locate a shower of furry animals.
In specific language we avoid the use of figurative expressions. At a later stage, when
comprehension has improved, idioms, metaphors, similes, sarcasm, exaggeration and inferred
meanings can be systematically taught.
Avoid sayings like
“ Cough up.”
“ Don’t jump the gun.”
“ It’s raining cats and dogs.”
“ I’m busting for a drink”.
“ I’ve bent over backwards”
Another area of difficulty for people with autism is understanding indirect and inferred
meanings. For example, if someone says, “It’s cold in here with the door open” just as another
person walks through the door and leaves it open, the ‘underlying” message is: "I would like the
door closed’. Individuals with autism, including people with Asperger’s Disorder tend to not
pick up inferred meanings; they tend to interpret messages literally. In the previous example,
the person with autism may reply, “ Yes, it is cold outside too!”
The final point concerns the relevance of what is communicated. Given that people with autism
have difficulty sorting out what to attend to, it is important to only talk about matters that are
directly connected to the person. Try not to talk about matters that do not concern the person
with autism. Holding conversations with others within earshot may be very confusing. It is also
confusing when you talk about matters other than what the child/adult is focusing on at that time.
In summary, specific language involves Using names of people, places and objects instead of using pronouns.
Using specific names instead of general labels.
Using prepositions where the meaning may be clearly demonstrated through using
gestures.
Highlighting the actual movement or action that verbs refer to by modelling, gesturing or
mapping the word onto the exact moment the person engages in the action.
Using descriptive words that have clearly demonstrable meanings.
Avoiding non-literal speech like sarcasm, idioms, metaphors and similes.
Avoiding talking about irrelevant matters within earshot of the person with autism.
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2
Simplify your language and use key words.
The second recommendation, simplify your language and use key words should be used with young
children who are in the early stages of language development or older children/adults who have
significant comprehension impairment.
One should have a grasp of the principles of specific language before attempting to simplify
language so that when the language is reduced to keywords, these words fit the criteria of specific
language. There is no use simplifying your language if the words used are not autism friendly.
Simplifying language involves removing “clutter” i.e. unnecessary words from your messages. This
style may sound at little blunt but nonetheless helps children and adults attend better and
comprehend. When people with autism hear too much, they often turn off and stop listening all
together. It is possible to convey warmth and respect by your tone of voice, body posture and
facial expression rather than the words you use.
Some people who are fluent communicators find it difficult to reduce their language and in an
attempt to establish a relationship, may use complex language like: “I can see you’ve had a hair cut
on the weekend. Doesn’t it look beautiful? It really suits you.” This complex language instead of
establishing rapport might actually cause people with autism, who use little or no language, to tune
out and cut off socially.
Potter and Whittaker (2001) recommend using a “ Minimal Speech Approach” for individuals with
autism who use little spoken language or are nonverbal. These authors identify characteristics of
this approach as:
1. Reduce language to single words or very short (2-3 words) functional phrases
2. Use functional words and say them consistently at critical times in everyday experiences. This
means instead of saying “good boy” when a person chooses a drink, say the word “juice” clearly
and emphatically at the relevant moment. Potter and Whittaker also suggest that adults should
teach people a wide range of object names, concrete action names and functional everyday
requests before placing emphasis on courtesy words like “ thank you “ or “please.”
Examples of Simplified Language
Instead of saying “John, its time to get out of the pool now because we’re going shopping and
you need to get dressed”.
Walk over to John, show a towel or his clothes and say “Finish swimming,” or “towel”. After
dressing, show car keys or car visual and say “car. ”
(Ideally, there should be some forewarning by having clear routines in place.)
Instead of saying “Look it’s time to go in the ball pool, so you need to take your shoes off”.
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Show the photo of the ball pool (or a ball from the ball pool) and say “ball pool ” as you lead the
child to the chairs where s/he normally sits to remove his/her shoes.
3
Give plenty of time for the person to respond
Many people with autism have an extended latency response time, which means
they take longer than usual to comprehend and respond to what is said to them. Sometimes
this delay is as long as 30 to 45 seconds.
Many speakers do not allow sufficient processing time for the person with autism to
respond. They expect the person with autism to react immediately to what is said. This places
the child/adult under unnecessary stress.
Often when the person with autism does not respond, the speaker repeats the message, sometimes
within seconds of the original message. Instead of making it easier for the person with autism,
repetition may make it even more stressful! When people with comprehension impairment are
rushed to respond or the message is repeated or rephrased too soon, then anxiety and confusion
will increase and a behaviour episode may occur.
Don’t repeat too soon!
Carers are advised to wait at least 15-20 seconds for the person to respond
before repeating themselves or using another support.
Get the person’s attention first,
Show a visual and use precise (or simple) language,
Then WAIT for a response.
4
Use positive statements
The overuse of words like “no”, “don’t”, “stop”, ”wait” and “not now” …MAY TRIGGER
CHALLENGING BEHAVIOURS.
When people overuse negative words in commands, the person with autism may react by
using challenging behaviours to escape the situation. This is evident when negative words such
as “no”, ‘stop”, ‘not now” and “wait”, are said with a harsh tone of voice. This style of communication
is highly punitive to people with autism.
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Use positive words - do not focus on negatives: If the individual needs redirecting explain to
them what to do. For example, if it is common for the person with autism to enter the house and
bang on the walls:
Instead of saying “No banging” OR “Stop that” , give an object to the person, e.g. a shopping
bag for him/ her to carry, and say “ Put on kitchen table”.
If the child/adult is reading catalogues and s/he is supposed to be getting ready for a bath.
Instead of saying: “No reading” OR “Stop that”, show a photo of bath or the bubble bath
container and say: “ Bath …(pause and put bubble bath container in the person’s hand)
OR “ Number 1- bath, then number 2 - Toys R Us catalogue”
5
Don’t use questions to give instructions
It is common to use questions to give an instruction or make a statement. Unfortunately, this
communication style causes confusion and may set the stage for challenging behaviours.
Adults wishing to sound polite, less directing or confrontational, use questions instead of giving clear
directions or instructions; For example, the evening meal may be finished at home and mum may
ask “Are you going to start your homework now?” If mum is intending to give a choice to her child
about whether (s)he wants to do her /his homework or not, then the question is appropriate.
However, if the mum’s intention is to remind her child that it time to start his/her homework then a
question is not recommended. It would be better to let the child with autism clearly know that it is
time to start homework (as per the usual evening routine). A reminder of a favoured activity that
may follow may also be worthwhile. Perhaps say… “Homework at 6.30, bubble bath at 7 and then
xxxxx at 7.30” (touching the t.v. guide).
Instead of asking, “Are you ready to work?” when really you would like your person to
commence work, use more direct language like ‘’Time to work” or “6.30,… homework time”.
6
Use pauses, leave plenty of silences and
highlight words with clear pronunciation and
emphasised intonation
Don’t talk all the time! Talk when necessary and leave plenty of silences.
Use pauses to separate and highlight important words.
Use clear pronunciation with a somewhat exaggerated intonation.
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It is important to use pauses in your speech to separate and highlight key words from the rest
of the message. The pauses should not be so long that the person loses focus on what is being
said.
Say “ Tony….. cut the string” say the word “cut” slightly louder and very clearly.
7
Give specific choices
People with comprehension impairment will respond to want questions better if they are
given specific choices.
Instead of asking, “What do you want to eat?”
Say “Do you want chips or biscuit?”
When choice questions like “Do you want a doughnut or cake?” are asked, people with autism often
repeat the last item i.e.. “cake”. If the same question was rephrased “Do you want cake or a
doughnut?” The person would most likely say “ doughnut”. To assist understanding, show the
items or perhaps a photo of the items involved in the choice and vary the order of choices.
The person does not need to be able to speak to make a choice. They may simply reach
toward their choice or push the non-preferred item away.
8
Express one idea at a time & say things in
the order they will happen.
Instead of saying “ We are going to have a BBQ at Central Gardens but first we are going to
the shops to buy a present for Nana’s birthday”
Use a visual event sequence, point to the first visual image and say “ first shopping”, point to
next image on the visual sequence and say “then BBQ“
9
Talk at a normal volume
Use a normal tone of voice.
Speak at a normal volume: sometimes quiet, steady voices are very
effective.
Speak at a slightly slower speed.
Leave plenty of silences when nothing is being said!
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BECAUSE…
Excessive talking, high-pitched voices, harsh, angry tones of voice, loud, quick
talkers… MAY TRIGGER CHALLENGING BEHAVIOURS.
A loud voice is more effective when used rarely.
Some people respond well to an animated manner of speaking while other people become
overwhelmed by louder, exaggerated styles. In response, they may withdraw or even strike out.
10
Be careful about using temporal terms
Temporal terms such as “today, soon, later, yesterday” are very abstract and difficult to understand.
It would be better to wait until activity, daily and weekly sequences are well understood before
concentrating on these terms.
Louise Ulliana
June 2005
Potter, C. and Whittaker C. (2001) Enabling Communication in People with Autism: Jessica Kingsley
Publishers
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