Speaking Differently: 
Speech Patterns in Autism

Introduction

As neurotypical toddlers learn to speak, they start by mimicking sounds and gradually begin using words to express their needs and ideas. By age three, most children develop their own voices and intonations, and by four or five, they can hold conversations and use language naturally in social settings.

In contrast, autistic children may follow a different speech development path. Some may develop language skills more slowly, struggle with imitating sounds, or have difficulty forming meaningful phrases. They might also display unique speech patterns, such as repeating words or phrases (echolalia) or using a flat or sing-song tone. Social communication can be especially challenging, making it harder to engage in typical conversations.

These unique speech patterns, like flat or robotic tones and echolalia, are often misunderstood by others as rudeness or disinterest. Additionally, when autistic children don’t respond to their names or when spoken to, they may be mistakenly thought to have hearing problems.

This article explores these atypical speech patterns, why they occur, and how increased awareness can help create a supportive environment for autistic children to communicate more effectively.

Common Atypical Speech Patterns

Echolalia

What It Is
Echolalia is when a child repeats words or phrases they’ve heard, like an echo. It’s a common speech pattern in autistic children.

Why It Happens

Echolalia in autistic children may occur for various reasons, though we don’t fully understand why. One possible reason is that they might find it difficult to create their own words or may not fully understand what was said to them. Echolalia could be their way of processing language and trying to communicate, even if it seems unusual. However, it can make communication challenging because the child might repeat words without knowing how to respond appropriately.

Examples

  • If someone asks, “Do you want a drink?” an autistic child might repeat, “Do you want a drink?” instead of saying “Yes, please.”
  • A child might repeat a line from a TV show, like “Got milk?” when they actually want to ask for a drink.
  • A child might also repeat lines from TV or movies, even if they don’t fit the conversation, because they’re unsure what else to say. This is known as “scripting”.
Prosody

What It Is

Prosody refers to the rhythm, tone, and pitch in our speech that add meaning beyond the words themselves. It helps us recognise emotions, emphasise certain words, and convey sarcasm or humour. Prosody also helps distinguish between statements, commands, and questions based on the rise and fall of speech.z

Why It Happens

Autistic children often find it challenging to understand and use prosody because it relies on subtle social cues typically learned through observation. Since they tend to interpret language literally, grasping the nuances of tone and rhythm can be difficult. As a result, many autistic individuals may have a “flat” or “robotic” voice, which can be misinterpreted as a lack of interest, intelligence, humour, or emotion.

Examples

  • Saying “really?” in a high tone can express surprise, while a lower tone might convey disbelief.
  • If a child hears “I love you!” spoken in a joking tone, they might not realise it’s playful.
  • A child who speaks in a monotone voice might say, “I’m excited for my birthday,” but their flat tone could lead others to mistakenly assume they are uninterested or indifferent.
  • Similarly, if they respond with “thank you” in a monotonous voice after receiving a gift, others might misinterpret their reaction as ungratefulness, even though the child is genuinely appreciative.
Idiosyncratic Speech

What It Is
Idiosyncratic speech refers to when a child uses common words or phrases in an unusual or unique way, often based on personal experiences. This type of speech might only make sense to the child or those close to them.

For example, an autistic child might say “Auntie Mary” when they actually mean they want to go to the park because Auntie Mary always takes them there. Unlike pragmatic speech, which follows conventional social rules, idiosyncratic speech relies on personal associations rather than standard meanings, making it harder for others to understand the child’s intent.

Why It Happens

Idiosyncratic speech occurs because autistic children may have different ways of linking words to their meanings. Their brains might organise information uniquely, leading them to use words based on personal associations rather than conventional meanings. This reflects their individual way of understanding and interacting with the world around them.

Examples

  • “Train” for “Car”: A child might call all vehicles “trains” because they are fascinated with trains. This can lead to confusion when they’re actually talking about a car.
  • “Cookie” for “Want to Eat”: A child might say “cookie” whenever they’re hungry, even if they don’t specifically want a cookie. This makes it hard for others to know what the child really wants.
Difficulty with Programatic Language

What It Is

Pragmatic speech delay refers to difficulties in using language effectively in social situations. This includes challenges with knowing how to start a conversation, stay on topic, or adjust speech based on who they’re talking to or the situation they’re in.

Unlike idiosyncratic speech, which involves using words in a unique way based on personal associations, pragmatic speech delay is about broader difficulties in managing social communication.

Why It Happens

Pragmatic speech delay occurs because autistic children may struggle with understanding and using social cues, such as facial expressions, tone of voice, and conversational rules. These challenges make it harder for them to communicate in a way that fits the social context.

Examples

  • Difficulty with turn-taking: An autistic child might not realise when it’s their turn to speak in a conversation, or they might interrupt others, causing the conversation to become disjointed.
  • Literal understanding: They might take everything literally and not understand jokes, sarcasm, or idioms, which can lead to confusion in conversations. Autistic children may also not understand slang or the “kidspeak” of their peers.
  • Talking a lot about a favourite topic: The child might talk a lot about a favourite topic, even if others aren’t interested or the conversation doesn’t fit. They may also steer conversations toward their preferred subject (“Who’s your favourite Disney princess? Mine is Belle. Belle is brave, and she…”) which can frustrate others if they miss cues to switch topics.
Cluttering

What It Is
Cluttering is a speech disorder where a child speaks very quickly or in a disorganised way, making it difficult to understand what they’re saying. Words may be jumbled together, or certain sounds and syllables might be left out.

Cluttering can make communication challenging because it’s hard for others to follow what the child is saying. The speech may seem rushed, unclear, or even confusing, leading to misunderstandings.

Why It Happens

Cluttering happens because the child’s thoughts are coming faster than they can clearly express them. This can be more common in autistic children, who might struggle with organising their thoughts and speech patterns in a typical way.

Examples

  • A child might say, “Iwannaeatnow,” instead of clearly saying, “I want to eat now.”
  • Another example is when a child rushes through a sentence like, “Gonnatoyshopwanna,” instead of “I’m going to the toy shop. Do you want to come?”

Impact on Daily Life and Learning

Atypical speech patterns can make daily life and learning much harder for a child, especially in the classroom. These speech difficulties might make it tough for them to join in activities, talk with teachers, or connect with classmates. This often leads to misunderstandings and feeling left out.

Socially, making friends and participating in group activities can feel overwhelming. This can cause frustration and loneliness. Over time, all this can take a significant toll on the child’s self-esteem. They may feel embarrassed, ashamed, or scared because of their communication struggles.

These feelings can lead to avoiding speaking altogether, which might further isolate them from their peers. They might start to believe they will always struggle with speaking or that certain jobs are out of reach. This can make them even more anxious about communication.

Educating others about these speech patterns is crucial for creating a more inclusive and understanding environment. When classmates know that certain behaviours, like repeating phrases, are part of how an autistic child communicates, they’re more likely to be supportive and accepting. This awareness helps build better relationships and makes autistic children feel more understood and included.

Addressing Atypical Speech Patterns

Supporting autistic children in developing effective communication skills requires a thoughtful and patient approach. Speech-language therapy plays a key role in this process by helping children express themselves in ways that feel natural to them. For some children, this might mean working on speech elements like intonation and back-and-forth conversation. For others, it might involve using alternative communication methods, such as gestures or visual aids.

Social skills training can also be valuable, but it’s important to tailor it to each child’s needs and cultural context. While social skills programs often teach behaviours like maintaining eye contact or using handshakes, these norms may not be comfortable or appropriate for every child. Therapists should focus on helping children navigate social interactions in ways that feel right for them, rather than imposing rigid rules that might cause discomfort or confusion.

Ultimately, the goal of therapy is not to “fix” the child but to empower them to communicate more effectively in a way that boosts their confidence and helps them connect with others.

To learn more about the role of speech-language therapists and neurodiversity-affirming support, you can explore The Role of Speech-Language Therapists in Autism and How to Choose a Speech-Language Therapist (SLT). Additionally, check out AAC: Enhancing Communication for Autistic Children to gain insights into Augmentative and Alternative Communication (AAC).

Conclusion

Supporting autistic children in communication means being patient, using clear language, and celebrating their progress. Communication goes beyond just speech, so it’s important to encourage them to express themselves in ways that feel natural, whether that’s through words, gestures, or visuals.

Working together with teachers, therapists, and families helps these children develop the communication skills they need to thrive. By creating a supportive environment, we can help every child find their voice in their own unique way

Reference

Lisa Jo Rudy. Verywell Health

Claire Delano. Autism Parenting Magazine

Resources and Further Learning

Lisa Jo Rudy. Verywell Health

Yolanda Loftus. Autism Speech Patterns: Addressing Communication Differences. Autism Parenting Magazine
The Spectrum. Autism communication strategies

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