Communication Barriers 

 
https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children  

• children with ASD who can speak will say things that have no meaning or that do not relate to the conversations they are having with others 

- a child may count from one to five repeatedly amid a conversation that is not related to numbers 

-  a child may continuously repeat words he or she has heard—a condition called echolalia 

• Some children may be able to deliver an in-depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic 

• Many children with ASD develop some speech and language skills, but not to a normal level of ability, and their progress is usually uneven 

 - they may develop a strong vocabulary in a particular area of interest very quickly. 

- Some may be able to read words before age five, but may not comprehend what they have read 

- They often do not respond to the speech of others and may not respond to their own names. As a result, these children are sometimes mistakenly thought to have a hearing problem. 

• Children with ASD are often unable to use gestures—such as pointing to an object—to give meaning to their speech 

- They often avoid eye contact, which can make them seem rude, uninterested, or inattentive 

- Without meaningful gestures or other nonverbal skills to enhance their oral language skills, many children with ASD become frustrated in their attempts to make their feelings, thoughts, and needs known. They may act out their frustrations through vocal outbursts or other inappropriate behaviors 

Communication Barriers  

            https://www.qld.gov.au/disability/community/communicating 

• Use normal tone voice 

• Be patient and polite 

• Speak directly to them 

• Ask them how to communicate better 

• Don’t pretend to understand them 

• Be flexible- reword, don’t repeat 

• Only refer to their disability if necessary 

• Offer assistance if it is necessary and if they ask for it 

• Avoid saying anything about being special, superhuman, etc. 

• Be relaxed and comfortable when talking to them 

 

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Strategies for Communication Barriers

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https://www.autismspeaks.org/expert-opinion/seven-ways-help-your-child-nonverbal-autism-speak 

• Encourage activities that involve social interaction 

- During your interactions, position yourself in front of your child and close to eye level – so it’s easier for your child to see and hear you. 

• Imitate them 

- Mimicking their sounds and play behaviors will encourage more vocalizing and interaction 

- Make sure you imitate how they are playing – so long as it’s a positive behavior 

- For example, when your child rolls a car, you roll a car. If he or she crashes the car, you crash yours too. But don’t imitate throwing the car 

• Since they have a hard time speaking, focus on nonverbal communication 

- Use both your body and your voice when communicating – for example, by extending your hand to point when you say “look” and nodding your head when you say “yes.” 

• Let them try to figure out what they are saying 

- It’s natural to feel the urge to fill in language when a child doesn’t immediately respond. But it’s so important to give them lots of opportunities to communicate, even if he isn’t talking. 

- When you ask a question or see that your child wants something, pause for several seconds while looking at him expectantly. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication 

• Simplify your language *IMPORTANT* 

- Doing so helps your child follow what you’re saying. It also makes it easier for her to imitate your speech 

- If your child is nonverbal, try speaking mostly in single words. (If she’s playing with a ball, you say “ball” or “roll.”) If your child is speaking single words, up the ante. Speak in short phrases, such as “roll ball” or “throw ball.” Keep following this “one-up” rule: Generally use phrases with one more word than your child is using. 

• Follow their interest 

- Rather than interrupting their focus, follow along with words. 

- If he’s playing with a shape sorter, you might say the word “in” when he puts a shape in its slot. You might say “shape” when he holds up the shape and “dump shapes” when he dumps them out to start over 

- By talking about what engages them, you’ll help him learn the associated vocabulary 

• Visual supports 

- Examples include devices and apps with pictures that your child touches to produce words 

- On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts 

 
 

 

 Strategies  

www.autism-help.org/communication-basic-strategies  

• Keep your language simple 

• Allow time for them to comprehend and respond  

• Use plenty of eye contact 

• Use their interest  

• Avoid negative words that can be triggers  

• Break instructions and long sentences into steps or parts