10 Tips for interacting with people with autism

By Alfie Pritchard in BLOG on February 10th 2021

Looking for SEN Jobs? Click here to search our current roles

For many people, communicating with an individual with autism can be difficult. We take everything literally and don't always understand the small intricacies of small talk and conversation. We have quirks that can often be perceived as strange or unusual which can lead to miscommunication and frustration on both the neurotypical and neurodivergent people respectively. These ten tips will aim to enrich, destress, and aid interactions with people with autism.

Be concise when communicating with autistic individuals

One of the key issues many individuals on the autistic spectrum face is verbal communication. Be literal and to-the-point in what you have to say to avoid miscommunication and to ensure that the individual can clearly understand what you want from them. By giving clear instructions or by outlining exactly what you need with clear and descriptive language, this will help explain tasks without making them seem overwhelming. This is also important during planned events such as fire drills, if you explain what is happening and what to expect beforehand, you can help reduce some of the stress responses a person with autism may have.

Allow them to communicate in their own way

Not every individual with autism is verbal and, whilst that may seem that they cannot talk, they are more than capable of communication. Some individuals with autism, such as myself, often go non-verbal when experiencing an overwhelming amount of sensory input and struggle to vocalise what we need. If the individual is struggling to verbally communicate, ask simple yes or no questions that allow the individual to answer with a nod or shake of the head. If the individual with autism is fully non-verbal, using simple sign language or cue cards can help the individual vocalise what they need without having to speak.

Offer a range of options to choose from

Making decisions can be difficult for anyone and for people with autism, it can be a lot harder. Many people with autism stick to the same routine and a small change to that can cause a distressed reaction. Limiting the amount of decision making the individual has to make can help lessen anxiety over routine change. However, change is inevitable and by allowing a person with autism to have some control over the decisions made will help reduce stress. One of the things that helps me during a time of change is by having a friend or carer redirect my attention to something else, this can be done by explaining why you can't go to a certain place that day but offering alternatives instead.

Have patience

It may take a while for someone with autism to process a given task, reacting with impatience or by repeating the task without allowing processing time may cause distress and discomfort for everyone. Give the person with autism time to talk, sign or indicate with pictures, it may seem like a tedious task but ultimately, you're allowing the individual to communicate stress-free.

Look for the message inside the behaviour

It can be difficult for an individual with autism to truly vocalise and understand how they feel and sometimes this can come across in worrying or aggressive behaviours. These can often be a sign that the individual is becoming stressed, worried, or anxious and they are struggling to process the emotions they are feeling. Self-regulatory behaviours, or ‘stimming' can be both positive and negative, they can help dispel energy when excited but can also be harmful to the individual or others. Only intervene with stimming if the individual is actively harming themselves or others or if they are becoming visibly distressed. Understanding the small cues given by a person with autism can help reduce the risk of a meltdown through reducing stress, sensory input or by indicating the reason why they are struggling to communicate.

Don't expect eye contact or force it

Some individuals with autism, like myself, struggle to make or maintain eye contact. It can be a stressful and uncomfortable thing that is a conscious effort. Forcing an individual to make eye contact will shift their concentration from listening and understanding conversations to focusing on eye contact which causes discomfort and frustration. Many high-function individuals have certain tricks such as looking at the nose and mouth to not come across as rude but to avoid eye contact.

Reduce sensory input

Location can have a massive effect on communication. People who have sensory sensitivities may find it increasingly difficult to communicate and interact with others in a busy places like crowds and in the street. You can reduce sensory input by using noise cancelling headphones in public, school or at home and by using fidget toys to help the individual redirect nervous energy and reduce the risk of a meltdown. If the individual struggles with bright lights or colours, offer alternatives in the classrooms such as using light-dimmers or using darker colours in interactive work.

Personal space and autism

Many individuals with autism struggle to maintain constant social interactions, allowing them to separate from group work and spend time on their own and on their interests will help them regulate their emotions. Limiting group work can also lead to more interactive and focused input from the individual as they are not having to continuously engage. If the individual with autism becomes distressed, avoid touching them unless they specifically benefit from touch. Some people with autism enjoy tight squeezes and pressure from a sensory seeking perspective but others find it almost unbearable.

Honour special interests

Allowing an individual with autism to talk about their special interests can offer you an insight into how to enrich their learning. For example, I had a teacher during primary school who would incorporate dinosaurs and archaeology into everyday learning to ensure that I would maintain an active interest in work I would have struggled with otherwise.

Create a sensory safe space

Having a separate room or corner of a classroom that is dedicated to relaxing and is sensory safe can allow an individual with autism to safely destress and encourage positive sensory seeking behaviour. This can be done by using a dark room, bubble tubes and different textiles such as buttons, zips, and blankets. This also allows the individual to learn creatively and can encourage positive interactions.