Rethinking Communication for Students with Autism: Meeting Them Where They Are

Rethinking Communication for Students with Autism: Meeting Them Where They Are

RF
Rosalie FavuzzaPrincipal, NYC Public Schools
5 min read

Rethinking Communication for Students with Autism: Meeting Them Where They Are

Communication with students with Autism Spectrum Disorder (ASD) doesn’t always look the way we expect it to—and that’s exactly the point. Too often, well-meaning adults fall into a trap: repeating the same words or prompts in hopes that the child will imitate or respond in kind. But language development, especially for students with ASD, doesn't happen through repetition alone. It happens through connection, intention, and multiple, accessible entry points.

As educators and caregivers, we must reframe how we view communication—not as a single pathway, but as a multi-lane highway with numerous ways in. For many of our students, it starts not with expressive language, but with receptive language—their ability to understand and process what's being said to them. If we don’t start here, we risk overwhelming or bypassing the very system they’re working so hard to navigate.

Communication Is More Than Speaking

Speech is one form of communication—but not the only one. Gestures, visuals, devices, pictures, signs, sounds, and even behaviors all convey meaning. When students are still developing expressive language, it’s critical we give them options for how to communicate, rather than placing all the pressure on speech.

Communication is not one-size-fits-all—and it is not one-directional.

Understanding Verbal Behavior: The Foundation for Functional Communication

In our school, I’ve embedded the verbal behavior approach into our special classes that serve our most vulnerable students. Verbal behavior, rooted in the work of B.F. Skinner, breaks down language into distinct, functional categories that reflect how communication is used—not just what is said.

These categories, or “operants,” provide a framework for how we can meet students where they are and build their communication skills from a strengths-based lens.

Here are the core verbal operants and how we use them as entry points:

1. Mand (Requesting)

What it is: When a child communicates a need or want (e.g., saying or signing “juice”).
Why it matters: This is often the most natural and motivating place to start, because the child has something to gain.
Example in practice: If a student reaches for a toy, instead of handing it over immediately, the teacher might pause and offer a visual choice board or encourage a gesture or sign to request it.

2. Tact (Labeling)

What it is: When a student identifies or labels something in their environment.
Why it matters: This helps build vocabulary and connects language to the world around them.
Example in practice: While on a walk, a teacher might pause to point out and label a tree, encouraging the student to point, sign, or verbalize "tree" in return—when they’re ready.

3. Echoic (Repeating)

What it is: When a student repeats what they hear.
Why it matters: This often comes later than we expect and should never be forced. Repetition is valuable for speech development, but not the only—or best—place to start.
Example in practice: A teacher sings a familiar song or repeats fun, rhythmic phrases to invite echoic engagement in a low-pressure, joyful way.

4. Intraverbal (Conversational exchange)

What it is: When a student responds to a question or statement without the object being present.
Why it matters: This is one of the most complex forms of verbal behavior and takes time to develop.
Example in practice: A teacher might ask, “What do you like to eat?” and offer a visual menu or verbal cues to support a response, even if the child can’t yet verbalize it themselves.

Communication Begins with Understanding Strength

As a principal, I tell my teachers: Tell me what’s strong, not what’s wrong.

When we focus on deficits, we miss the full picture of who our students are and what they’re capable of. But when we lead with strengths—no matter how small—we create the space for growth.

A student who taps a picture to request music is communicating. A child who brings their teacher to a snack cabinet is communicating. These are entry points. And when we honor them, we create a bridge to more advanced language—not through pressure, but through partnership.

Building a Culture of Communication

Embedding verbal behavior in our school was not about rigid programming—it was about building a culture where all communication was valid, where all students were seen, and where our most vulnerable learners could thrive.

Teachers received ongoing PD on functional communication. Classrooms used visual schedules, AAC (Augmentative and Alternative Communication) tools, and sensory supports. We didn’t wait for language to arrive before treating students as capable communicators—we started from where they were and built upward, with intention and joy.

Final Thought: Speak the Language of Possibility

True communication begins when we listen—closely, compassionately, and creatively.

Let’s stop waiting for students to mirror our words and instead start learning the ways they’re already speaking to us. Let’s expand the definition of language, honor every effort, and build bridges from strength to strength.

Because when we do that, we don’t just teach communication.

We unlock it.

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