Communication challenges for young children

Communication is a fundamental skill that allows people to share and understand ideas, needs, information and feelings. 

It can be verbal or non-verbal, written or spoken, and involves a complex combination of language, speech, gestures, facial expressions, and social cues. Developing communication skills is an important developmental milestone for children, as these skills can help them learn new things, understand new information, interact with other people and express their thoughts and feelings. 

Children on the autism spectrum can find communication challenging or communicate differently to their peers, and these challenges and differences can be as diverse as autism itself. Learn how to support your child in developing communication skills and how to recognise their strengths and support needs.

An overview of communication

Communication is the exchange of thoughts, opinions, or information through speech, writing, or non-verbal expression. Language, a subset of communication, involves using words in different structures—whether written, spoken, or signed (such as in Auslan), to communicate information. Using language successfully requires an understanding of receptive language (the language spoken by others) and expressive language (using words to communicate with others).

Other important forms of communication include speech (using sounds to form verbal language), pragmatics (using language in social contexts and following the unspoken rules of conversation) and nonverbal communication (gestures, facial expressions, body language and eye contact). 

How does autism impact communication?

Children on the autism spectrum have a wide range of communication abilities. Some autistic children may have excellent communication skills, while others may find some or all areas of communication challenging. These challenges can range from minimal to significant. Developing speech and language comprehension skills is one of the more common challenges faced by autistic children, some of whom will have minimal or no language in their early years (often referred to as being ‘non-verbal’).

Communication through behaviour

Many autistic children, particularly those with minimal or no verbal language skills, may use certain behaviours to communicate how they are feeling and what they want. For example, a child with autism who refuses instructions, has meltdowns or behaves aggressively could be trying to communicate that they are unhappy, confused or scared or that they want or need something. These behaviours can be harmless, but sometimes they can involve the child harming themselves or other people.

Understanding these behaviours from the child’s perspective can help parents and carers identify what the child is trying to communicate. This understanding is very important for addressing the cause of these behaviours and encouraging safer and more positive alternatives. Seeking professional support to address behaviours of concern is very important. 

Nonverbal communication

Although children with autism can find some aspects of nonverbal communication challenging, they may use other forms of it regularly. They might physically manipulate a person or object by pushing their parent or carer’s hand or body towards something they want. Some children might use objects to communicate, such as handing a toy to someone to indicate that they need help.

Many autistic children engage in repetitive body movements, such as flapping their hands, rocking their bodies or flicking their fingers when excited or nervous. These are called ‘stimming behaviours,’ often shortened to ‘stimming.’ Stimming can help autistic children express and regulate their emotions and navigate situations they might find overwhelming. If a child’s stimming harms themselves or other people, it is important to seek professional advice to provide your child with safer alternatives. 

Many children with autism find nonverbal cues and forms of communication challenging to understand in others and use themselves. Eye contact can be incredibly difficult for some autistic people, along with using gestures. Some autistic children may copy body language or movements they observe in other people and might use them in contexts in which they do not make sense or are not appropriate. 

Language and verbal communication

Autistic children may use language and verbal language differently from neurotypical children. It is common for children with autism to mimic or repeat words and phrases they hear around them, even when they do not understand what they mean - this is referred to as ‘echolalia.’ Whether it’s from family members, other children, a YouTube video or their favourite movie or TV character, autistic children will use echolalia for several purposes:

• Asking for something they want with a familiar word/phrase
• Starting a game or activity related to a word/phrase
• Drawing attention to something with a familiar word/phrase
• Repeating a question someone else has said to indicate that they either agree or disagree with it
• Stimming or self-stimulatory behaviour, which involve repeating a familiar phrase as a form of self-soothing

When autistic children use language in this way, it can sometimes be challenging for others to understand what they need, particularly those who are unfamiliar with the child or do not understand echolalia. For instance, an autistic child might say, “Do you want a drink?” when they themselves want one, as they might be mimicking a phrase they've heard in a similar context.

For autistic children with verbal language skills, starting and maintaining conversations with other people can be a challenge. They might struggle to understand facial expressions, figures of speech/expressions or what certain words mean in certain contexts. Some children may be able to talk endlessly about their special interests and passions but struggle when the conversation topic changes or they are asked a question they cannot answer. They may also be very literal in how they communicate, saying exactly what they mean and finding it confusing when others tell ‘white lies’ or don’t express their true feelings. 

Here are some other ways autistic children might use verbal communication:

• Using made-up words
• Using direct, literal or matter-of-fact language
• Starting sentences with particular words or phrases
• Having a less expressive or more formal tone of voice
• Speaking with a slight accent or changing their accent when talking

The importance of early intervention

If your child appears to be struggling with communication or is regressing in their communication skills, it is very important to seek support sooner rather than later. Early intervention can help your child develop the skills to communicate safely and achieve their full potential. Many autistic children can build on their communication skills with the support of families, educators and professionals.

Many forms of early intervention can support communication. Speech pathology, for example, can help young children develop verbal language skills and understand language through pictures. A good speech pathologist, or any early intervention professional for that matter, will also work with an autistic child’s family to empower them to support the child’s communication. 

Supporting your child’s communication skills can be more effective with the help of a speech pathologist or other autism professional. If your child receives support through the NDIS early childhood approach or has an NDIS plan, you might be able to get funding for this assistance.

Whatever approach to early intervention your family decides to take, pursuing it early is always best. There is never harm in reaching out to see if your child needs support, and if you are not happy with the advice you initially receive, it is perfectly fine to seek a second opinion.

Communication strategies

Supporting an autistic child's communication involves understanding their unique communication style and helping them express their needs, thoughts, and feelings.

The first step in supporting your child’s communication should be carefully observing them, noting, responding to, and validating their attempts to communicate through language, nonverbal cues, and behaviour. This approach helps you understand their current communication level and the skills they might need to develop next. It also reassures your child that they are heard and understood. For example, if your child cries in the kitchen, it might indicate hunger or difficulty using words like ‘hungry’ or ‘food’ at that moment.

Once you have identified how your child communicates, you can begin using tools and strategies to build on their current skills:

Prompting and modelling

Modelling communication is an excellent way for autistic children to learn. For example, if your child wants a particular food, you could point to it or reach towards it and say it aloud, helping the child understand how to communicate what they want. 

Visual supports and visual schedules

Tools like symbols, photos, written words, and objects help children with autism understand and communicate. Visual aids can include communication books or boards, which allow individuals to point to images to express their needs. Picture Exchange Communication Systems (PECS) can also be used to develop functional communication.

Visual schedules, such as calendars and visual representations of daily routines, can be an effective way of communicating to children about routines and changes. This can reduce anxiety and, in more serious cases, meltdowns, which often prevent autistic children from communicating completely. 

Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) refers to methods like sign language, gestures, pictures, and electronic devices to assist those who cannot talk or struggle to use verbal language. AAC aims to support the development of verbal communication by helping children recognise sound patterns and associating them with visual aids. It can be unaided (hand signs and gestures) or aided by low-tech or high-tech AT, which includes everything from picture boards to complex speech-generating apps.

One popular form of AAC with autistic people is Key Word Sign; a tool or strategy used by people of all ages with communication difficulties to express what they need. It involves using hand signs alongside the main or key words in a sentence. Although Key Word Sign shares some signs with Auslan (Australian sign language), the two are very different. While the Deaf community uses Auslan as a means of communication, Key Word Sign is designed for hearing people who face other barriers to verbal communication. As Auslan also involves a sentence structure different from Australian English, it is not recommended for people developing verbal language skills. 

Encouraging communication development

Every autistic child has their own way of communicating, and it’s important to support them wherever they are in their communication journey. Here are some ways to encourage communication:

• Encourage expression: Let your child express themselves in their own way, whether it’s through words, gestures, or behaviour. Acknowledging their efforts helps them feel understood and confident.
• Build on strengths: Focus on the communication skills they already use and look for ways to build on them. This could include using gestures, pictures, or visual aids.
• Create opportunities: Engage in everyday activities that naturally encourage communication, such as games or making choices (“Do you want the blue cup or the red one?”).
• Be patient: Give your child time to communicate in their own way and respond to their cues without rushing them.‍
• Get professional support: Speech pathologists and other professionals can offer advice tailored to your child’s needs and complement the support you provide at home.