Why Children with Autism May Understand More Than They Can Express

Communication is more than spoken words. A child may understand a situation, recognise familiar instructions or know what they want but still have difficulty expressing that understanding through speech.

This difference can be particularly important when supporting some children with autism. Limited spoken language should not automatically be interpreted as limited understanding.

At the same time, parents should not assume that every child understands everything being said. Receptive and expressive communication abilities vary considerably, which is why they should be assessed individually.

Understanding Language and Expressing Language Are Different Skills

Receptive language refers to understanding communication, including words, instructions, questions and concepts.

Expressive language refers to communicating thoughts, needs and ideas through speech, gestures, signs, pictures, writing or another communication system.

These skills do not always develop at the same rate.

Some children may follow familiar instructions or understand words for objects and activities while using relatively few spoken words themselves. Other children may speak extensively but have difficulty understanding complex questions, social language or instructions.

Why Can Expression Be More Difficult?

There is rarely one single explanation.

A child may have difficulty organising words into sentences, retrieving the correct words, coordinating speech movements or communicating quickly during social interaction.

Processing time can also matter. A child may understand a question but require additional time to organise and communicate a response.

Stress and sensory overload can further affect communication. A child who communicates successfully in a quiet therapy room may find communication considerably more difficult in a noisy classroom, crowded event or unfamiliar environment.

Behaviour Can Sometimes Be Communication

When a child cannot easily say:

“I don’t understand.”

“I need help.”

“This is too loud.”

“I want to stop.”

they may communicate through actions instead.

Pulling an adult toward an object, handing over an item, leaving an activity, crying or becoming frustrated may sometimes reflect an unmet communication need.

This does not mean that every behaviour is caused by communication difficulty. However, looking at what happened before and after the behaviour can help adults understand what the child may be trying to communicate.

Look Beyond Spoken Words

Parents and professionals should pay attention to all meaningful forms of communication.

A child may communicate through:

• Pointing or reaching
• Facial expressions
• Body movements
• Gestures
• Pictures
• Written words
• Signs
• Communication devices
• Spoken words or phrases

These forms of communication can provide important information about what the child understands and wants to express.

Give the Child Enough Processing Time

Repeatedly asking the same question immediately can sometimes make communication more difficult.

After giving an instruction or asking a question, allow the child reasonable time to process what was said and formulate a response.

The required amount of time will vary from child to child.

Use Clear Language

Long, complicated sentences can place additional demands on language processing.

Instead of:

“We need to hurry because we are running late, so please collect everything you were playing with and then come over here so I can put your shoes on.”

a clearer instruction might be:

“Put the toys away.”

Then:

“Shoes on.”

Language can become more complex as the child’s understanding develops.

Visual Communication Can Support Understanding

Pictures, written instructions, gestures, demonstrations and visual schedules can supplement spoken language.

For some children, seeing information can make it easier to understand, remember and respond to instructions.

Visual communication should not be viewed as a replacement for spoken communication when speech is developing. It can be another way of helping the child understand and communicate effectively.

Consider Alternative and Augmentative Communication When Needed

Some children may benefit from augmentative and alternative communication, often called AAC.

AAC can include pictures, communication boards, signs or electronic communication devices.

The appropriate communication method should be selected according to the child’s individual abilities and needs, ideally with guidance from qualified professionals.

Never Measure a Child’s Ability Only by Speech

A child who has difficulty speaking may still be learning, observing and understanding aspects of the environment.

Parents and professionals should therefore avoid speaking about the child as though they are not present or assuming that limited speech means limited potential.

At the same time, understanding should be assessed rather than guessed.

A comprehensive communication assessment can help identify what the child understands, how they currently communicate and which supports may help them express themselves more successfully.

Contact Autism Alliance

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