![]() If you do use these, explain what you have said and be clear about what you really mean to say. If appropriate, give autistic people a visual help card to use to ask for help.Īvoid using irony, sarcasm, figurative language, rhetorical questions, idioms or exaggeration as autistic people can take these literally. For example, ask “Did you enjoy your lunch?” and “Did you enjoy maths?” rather than “How was your day?”. Structure your questions, eg you could offer options or choicesīe specific. Sensory differences may be affecting how much someone can process. Use visual supports (eg symbols, timetables, Social Stories) if appropriateīe aware of the environment (noisy/crowded) that you are in. Use less non-verbal communication (eg eye contact, facial expressions, gestures, body language) Pause between words and phrases to give the person time to process what you’ve said, and to give them a chance to think of a response Use specific key words, repeating and stressing them If there is too much information, it can lead to ‘overload’, where no further information can be processed. Use their hobbies and interests, or the activity they are currently doing, to engage them.Īn autistic person can find it difficult to filter out the less important information. The signs that someone is paying attention will be different for different people. Make sure they are paying attention before you ask a question or give an instruction. Our quick tips may help you to communicate more effectively with an autistic person, whether it’s your child, pupil, colleague or friend.Īlways use their name at the beginning so that they know you are talking to them. Gift Aid and making your donation go further Our patron, president and vice presidents Parent to Parent Emotional Support HelplineĪdult residential and supported living service vacancies
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