This blog post is a response to an Ask an autism researcher question from 2016.
Is it possible to teach Autistic adults to speak?
The simple answer is that we don’t know yet, as there is no research evidence to confirm one way or the other. Some reports suggest it may be possible (see, for example, Helping to unlock the secrets of autism), but what works for one person may not work for another. Because of this, we cannot make specific predictions about individuals. However, it’s crucial not to make assumptions. From experience in the field, reviewing research literature, and listening to the personal stories of Autistic individuals and their families, it becomes clear that we cannot predict what any particular Autistic individual can or cannot learn. Importantly, we should always continue trying to help someone develop new skills. We must prepare for unexpected outcomes.
A speech pathologist is best suited to offer specific advice and support. They will likely begin by learning more about a person’s broader communication skills. This process includes assessing the listening and comprehension abilities of the Autistic adult. It also involves exploring the reasons they communicate, such as expressing preferences, sharing interests or ideas, or protesting. Additionally, the assessment looks at the methods they use to communicate, including facial expressions, body language, gestures, actions, showing or handing objects to others, or writing. Generally, if a person is already using intentional communication through actions, gestures, or other non-verbal methods, their chances of learning to use speech increase. In simple terms, it’s easier to teach speech to someone who is already communicating effectively in other ways.
The speech pathologist will also assess whether the Autistic adult uses any speech, such as sounds, syllables, or words, and, if so, how frequently they direct these toward others and for what purpose. Similar to non-verbal communication, if speech sounds and words are used intentionally and directed at others, there is a higher likelihood that speech will develop further. Suppose the person uses speech only when prompted or doesn’t direct it toward others. In that case, the person may not be engaging with the essential social aspects of communication—elements that motivate us to develop spoken language skills. Many Autistic individuals learn to use a small set of words but may not expand to a large vocabulary or form multi-word sentences. The reasons for this remain unclear but seem to be a mix of social interest, understanding, and overall language comprehension.
Additionally, the speech pathologist will explore whether the Autistic adult draws or writes words, as these represent forms of ‘symbolic communication.’ Spoken language is another form of symbolic communication, and research suggests that once a person learns one type (e.g., writing), other forms (e.g., speech) may develop more easily.
Clearly, many factors must be considered when predicting how a person’s speech—or any skill—will develop over time. The literature consistently highlights that best practices for supporting communication in Autistic individuals, as with all people, involve encouraging and supporting multi-modal communication for meaningful and motivating purposes. By recognising and nurturing each person’s full range of communication abilities, we build stronger, more meaningful relationships and demonstrate the immense power of communication.
Written in consultation with Dr David Trembath.
