Autism and Communication
Summary
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Autism affects communication and social interaction to varying degrees. Some
people with autism do not use speech to communicate, whereas others may be very
articulate – it may not be immediately apparent that somebody has autism
Many people with autism share a number of communication and social interaction
characteristics, all of which can impact upon the interview or court process. Being
aware of what these are and using effective strategies to address them will
maximise the likelihood of achieving best evidence
Unexpected or unfamiliar events can cause severe anxiety and distress for people
with autism, and can lead to a breakdown in communication. Effective planning of
interviews and court testimony can significantly help to reduce anxiety and distress
Asking a person with autism what helps them to communicate and what makes
communicating difficult, can give interviewers/questioners valuable insight into the
communication needs specific to that person
Consulting with parents, professionals and an intermediary can facilitate
communication during interviews and throughout the court process
Communication in people with autism
Autism is a spectrum condition that affects communication and social interaction in many
different ways and to varying degrees. Some people with autism are considered to be
low functioning and do not use speech to communicate. Instead, they may use an
alternative/augmentative form of communication, such as a picture board or electronic
device. Other people with autism may be described as ‘high functioning’. This means
that they have average or above average intelligence and are more likely to use speech
to communicate. People with high functioning autism or Asperger’s Syndrome (a form of
high functioning autism) are often very articulate. However, they may have difficulties
processing and understanding things that are said and done during conversations – this
may not be immediately apparent. As such, this condition is sometimes regarded as
‘hidden’. It is important to know that each person with autism is unique, but many people
with this condition share similar characteristics and difficulties in the way that they
communicate and interact.
Examples of communication characteristics that can sometimes be seen in some
people with autism
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Poor listening and concentration skills
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Literal interpretation of language (e.g., jokes, irony, sarcasm and metaphorical
speech)
Use of formal or pedantic language, sometimes appearing to be rude or blunt
Difficulty using personal pronouns (I, you) and may speak to you in third person
Delay between hearing something, understanding it and responding to it
Repeating words and phrases (also known as echolalia)
Talking obsessively about something which has no relevance to the topic of
conversation (sometimes this may be about a special interest that they have)
Not recognising when they do not understand something, or failing to say so
Being over compliant
A reliance upon visual, rather than verbal styles of communication
Examples of social traits and other factors that can affect communication
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Heightened anxiety or distress – this is often caused by unexpected or unfamiliar
situations
A preference for set routines and rules – anxiety or distress may occur when these
are not adhered to
Speaking in monotone or with other unusual traits such as shouting or screaming
Use of prolonged eye-contact, alternatively, this may be fleeting or even avoided
A lack of theory of mind – this means that a person with autism may have difficulty
predicting or understanding other people’s point of view and behaviour, and their
underlying intentions
Difficulty understanding causal chains of events, particularly foreseeing or
understanding the consequences of their words and actions
Misunderstanding or failing to recognise social cues (e.g., personal space – a
person with autism may unknowingly invade yours or may require more themselves)
Presenting repetitive physical behaviours such as rocking, hand flapping or pacing
Sensory difficulties (see ‘Sensory processing in autism’)
Unique memory processes (see ‘Memory and eyewitness testimony in autism’).
Strategies to use when planning to question somebody with autism
Being interviewed by the police or giving evidence in court can be a very stressful
experience, especially for somebody with autism. With appropriate planning, and by
applying the following strategies, it is possible to reduce the level of stress that can
occur and minimise breakdowns in communication:
Meeting the person with autism:
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Try to make an initial meeting in a familiar place or setting prior to the interview or
court testimony – doing so can help to build rapport and familiarity with you in a
‘safe’ place
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Explain how long each meeting will take; what will happen and when – doing so will
help the person with autism to know what to expect
Arrange for a pre-interview or pre-trial visit to occur at the location where the
interview or trial will take place – this can help to build familiarity with the setting
Ask the person with autism what helps them to communicate and what makes
communicating difficult. People with autism are often very aware of their own
abilities and difficulties, and may be able to tell you themselves about what helps
them to communicate
Gather as much information about the individual’s characteristics and
communication abilities. Speaking to parents, carers and professionals familiar with
the person can give you valuable insight
Ensure that the person with autism knows that it is okay to say “I don’t know” when
they do not understand or know the answer to a question – making a rule called ‘no
guessing’ is very effective in avoiding over compliance. It is better for this rule to be
established prior to interview or court testimony
When using police or courtroom terminology, check that the person understands
what these words means – if they don’t, explain it in clear and simple language, and
check understanding
When possible, plan for interviews or testimony to take place at a time and day that
minimises disruption to typically routine
Using communication aids:
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Draw or write down a timetable of events or ’things to do’ during each meeting.
Make regular reference to this and tick items off with the person as they happen –
this provides a useful visual cue of what to expect and can help to manage anxiety
Include the use of pictorial symbol cards. Providing symbol cards that indicate
‘stop’, ‘break time’ and ‘toilet’, gives the person with autism an element of control
within interview settings
Create a visual rating scale (1 calm – 5 highly anxious) that the person with autism
can point to throughout the interview or court appearance. This is useful to monitor
anxiety levels and to establish when a break is necessary
Offer the person a quiet, calming object (e.g., blu tak or a stress ball) to fiddle with
during meetings/interviews/court appearances – this can help to maintain focus and
reduce anxiety
Explore the use of drawing or sketching to aid communication. Drawing or
sketching to assist explanation of concepts and evidence is very effective for people
with autism
Strategies to use when questioning somebody with autism
The way that questions are phased and delivered is paramount to the quality and
accuracy of the responses that are given. By taking into account the communication
needs and social traits of people with autism and by applying the following strategies, it
is possible to maximise best evidence.
The delivery of questions:
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Speak clearly, in a calm manner and at a steady pace
Make regular use of the person’s name – this will help to maintain focus and
concentration
Regularly check understanding and summarise what has been said, offering the
person with autism the opportunity to correct any misunderstanding(s)
Allow breaks at least every 20 minutes during questioning – concentrating for longer
than this can lead to unreliable answers
The language and phrasing of questions:
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Keep questions and sentences short, simple and concise – be clear about what you
need to know
Use clear, concrete and non-abstract language. Don’t use expressions such as
“Have you changed your mind?” or “Were you and James close?” These are likely to
be interpreted literally
Avoid the use of tagged questions. A tagged question is a statement that has a
question at the end and implies the answer (e.g., “It was raining that day, wasn’t it?”)
Do not phrase questions in a negative manner – these types of questions are
extremely difficult to process and respond to. Questions like “You didn’t do that, did
you?” could be rephrased as “Did you do that?”
Allow extra time for questions to be processed and responded to – counting to 10 in
your head before rephrasing or asking a question again is helpful
Open questions may be used, but aim to keep these direct (e.g., “Tell me what
happened when you were at the toy shop with Peter?”) You may need to make
regular reference to the particular occasion
When asking option posing questions (e.g., “Was it blue or red?”) offer a third
alternative such as “Was it blue or red, or a different colour?”
Consider creating a visual timeline and using coloured post-it notes to represent
multiple events and incidents – these can provide helpful visual cues, minimise
confusion and keep responses on topic
Consider having an intermediary appointed to the case
An intermediary is an impartial and neutral person who facilitates two-way
communication between witnesses, defendants, and any other participants in the
criminal justice process. They come from a number of professional roles such as speech
and language therapy, occupational therapy, psychology, social work and teaching.
They bring the skills and experience gained in their professional work to their role as an
intermediary. Their role is to ensure that communication with the person being
questioned is as complete, coherent and accurate as possible. After conducting an
assessment of the vulnerable person’s communication abilities and providing a report,
the intermediary is allowed to explain the questions or answers, so far as is necessary,
to enable them to be understood by the vulnerable witness, defendant or the questioner.
Importantly, this is done without changing the substance of the evidence. Many
intermediaries specialise in working with people with autism and are well equip to advise
and facilitate appropriate communication techniques in order to achieve best evidence
(see the Advocates Gateway for more information on the scheme).
Further reading:
Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism.
In F. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and
pervasive developmental disorders (3rd ed., pp. 335–364). New York: Wiley.
O’Mahony, B. M. (2009). The emerging role of the Registered Intermediary with the
vulnerable witness and offender: facilitating communication with the police and
members of the judiciary. British Journal of Learning Disabilities, 38, 232-237.
Paul, R., Miles Orlovski, S., Marcinko, H. C., & Volkmar, F. (2008). Conversational
behaviours in youth with high-functioning ASD and Asperger Syndrome. Journal
of Autism and Developmental Disorders, 39, 115-125.
By Dr Michelle Mattison
Lecturer in Psychology
University of Chester