Expressive Communication Challenges for Autistic Students

According to the Northwestern University School of Communication, both receptive and expressive language skills begin in infancy.  Receptive language skills refer to the ability to understand language while expressive language skills consist of the varied ways to convey a message.  Skills involved in expressive language include learning the forms of language (verbs, pronouns, plural endings, etc.), the content of language, and the function of language. Students with language difficulties can experience problems with reading and writing which can be addressed through speech and language therapy.  Also, through therapy, students can learn to express themselves clearly and appropriately.

As explained on the "Autism Speaks" website,  autistic students confront an array of challenges relating to expressive communication for which successful teaching strategies have been developed as follows:

• Word retrieval issues-Autistic students may know the answers but may be unable to find the correct words to convey their thoughts. Visual supports such as cue cards and multiple choice options can help the student communicate.
• Language development-When an autistic student is learning to use language, visual supports can be used by the student instead of spoken language in an effort to teach when it would be appropriate to use a certain phrase.
• Communication of needs and communication exchanges-Using scripts such as, "I like..." and "What do you like?" help autistic students understand the language patterns involves in conversational exchanges.  Cue cards can be used initially and gradually removed as the skill is learned.
• Anxiety-To reduce anxiety autistic students experience when struggling for answers, teach them to say, "I don't know." As students develop this skill, teach them to ask clarifying questions such as "Who?, What?, When?"
• Environment-To help autistic students better understand the world around them, label important elements in the classroom and teach them to use existing visual supports such as calendars, signs, and body language.
• Low verbal output-Provide options such as a communication board, pictures, or sign language for autistic students who continue to struggle with expressive communication.

https://www.communication.northwestern.edu/clinics/speech_language/expressive_language

https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf