5 Effective Communication Strategies for Supporting Autistic Students

Traditional communication methods, such as relying solely on spoken language, may not always work effectively in the classroom. Effective verbal communication involves more than just understanding spoken words; it requires interpreting tone, pitch, body language, and context in real time to gain a full understanding of what is being communicated. This process can be challenging for autistic students who may process words at a different pace from the speaker or interpret language literally.

What causes communication challenges between educators and autistic students?

Communication challenges between educators and autistic students stem from differences in processing, interpretation, and communication styles. Some autistic students have sensory processing differences that affect how they perceive, process, and respond to information. The typical classroom environment can be overstimulating and lead to sensory overload, which makes it even more difficult for students to focus. 

The double empathy problem further complicates communication. This concept suggests that communication challenges between autistic and neurotypical individuals do not stem from a deficit in autistic individuals but from mutual differences in perspectives. Unfortunately, the responsibility often falls disproportionately on autistic individuals to adjust to neurotypical norms. To foster an environment where all students feel heard and supported, it’s important for educators to also adjust their communication styles.

What are common ways autistic students communicate?

While approximately 75% of autistic individuals communicate using verbal language, others may rely on assistive technology, gestures, or writing to express themselves. Some autistic students rely on behavior as a primary form of communication. Behaviors such as stimming (repetitive movements or sounds) often communicate emotions or sensory needs. For example, hand-flapping or rocking may indicate excitement or that the student is trying to self-regulate. In our Guide to Addressing Challenging Behaviors in Special Education, we discuss common behaviors, what they mean, and how to address them using neurodiversity-affirming strategies. 

5 strategies for improving communication with autistic students

1. Use visual supports

Visual aids such as schedules, picture instructions, and visual cue cards can reinforce spoken instructions and provide clear, accessible guidance. Visuals help students follow instructions and understand expectations by breaking down tasks into smaller, visual steps. Visuals reduce the mental effort required to understand and retain instruction in real time, allowing students to focus on the task at hand. 

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Using visuals is especially beneficial as it helps bridge verbal and nonverbal understanding. The Dual Coding Theory says that linking words to images reduces the cognitive load on students and increases their working memory capacity. For autistic students, who may struggle to process lengthy verbal instructions, combining words and images provides extra support and reduces the need to rely solely on memory. 

2. Give time to process.

Extra time on assignments is a common accommodation in IEPs for autistic students, but additional time is also useful in daily classroom interactions. Autistic students can often benefit from extra time to process what is being said before responding. Pause after giving instructions or asking a question so students do not feel rushed to answer. This gives them time to process information and develop a thoughtful response without the pressure of immediate expectations. 

For example, after asking a question like, “What do you think the main character is feeling in this part of the story?” give the class a few moments to think silently before calling on anyone. This lets students gather their thoughts without feeling put on the spot or like they’ll miss their opportunity to respond because another student processes information more quickly. 

3. Use clear, direct language.

Keep language simple and direct. Break down questions and instructions into smaller steps, and offer them in different formats, such as written, verbal, and visual. This ensures that all students, especially those who may struggle with processing lengthy or complex information, can fully understand what is expected. 

Avoid sarcasm, idioms, and exaggeration. Autistic students sometimes process information more literally than their neurotypical peers, so figurative language like “break a leg” or “hit the ground running” can be confusing or misinterpreted. 

4. Offer choices

Communicate using different methods and allow students to choose to communicate in the way that works best for them. For example, give students the option to respond to questions by typing, drawing, using a communication app and/or device like an AAC, or speaking. Not only does this flexibility respect individual preferences and needs, but it also reduces the anxiety students may feel about asking for alternatives. 

5. Avoid assumptions.

Avoid assumptions about students' abilities. Historically, nonspeaking autistic students were underestimated and missed out on learning opportunities due to assumptions that if they could not verbally communicate their thoughts and understanding, this meant that they lacked comprehension and literacy skills. However a recent study from the University of Virginia found that a higher percentage of nonspeaking autistic individuals are literate than previously estimated, with some previous estimates being as low as 10%. Experiment with different forms of communication to gain a better understanding of each student’s strengths, needs, and abilities.

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Effective communication with autistic students goes beyond implementing the above strategies. It requires empathy and a commitment to getting to know each student as an individual. By taking the time to understand their unique communication preferences and needs, educators can foster a learning environment where all students feel empowered to learn and express themselves. Social Cipher’s online SEL game Ava provides a valuable resource for educators looking to learn more about their students. As students play the game, they navigate social situations and make choices that influence the storyline. Watching students play Ava can provide insight into how students think and feel without requiring them to articulate those thoughts directly. 

‍Ava and its supplemental curriculum have already impacted students in 200+ schools and therapy centers throughout the world. Want to learn how Ava can enhance your SEL program? Let's talk.

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Sources

Education Corner. "Dual Coding Theory." Link

Indiana Institute on Disability and Community. "Teaching Tips for Children and Adults with Autism." Link

Kennedy Krieger Institute. "Communication Tips for Working with Students on the Autism Spectrum." Link

National Autistic Society. "Communication Tips." Link

Social Cipher. "Addressing Challenging Behaviors in Special Education." Link

Twinkl. "Strategies for Autistic Students Returning to School." Link

University of Virginia, Arts & Sciences. "Study Reveals Unexpected Literacy in Autistic People Who Cannot Speak." Link