Speak slowly, clearly, and specifically. Remember, persons with autism may have difficulty processing what you say. At first, speak slowly and clearly so the child receives all to most of your verbal cues. (Later you will want to make your speech as normal as possible so the child will understand anyone, not just you.).

Make sure the child is looking at your face (more on this later) to assure he or she also picks up on your nonverbal cues. Be specific in your language. Until you know the child understands colloquialisms or abstractions, do not use them. For example, rather than say, "Take a seat," say, "Sit on the chair."

Many children with autism are very literal and may misunderstand your nonliteral phrases - no matter how common they seem to be. For example, a parent once told me that she was puzzled when her child kept holding his worksheets up to his face, until she realized that she had told him, "Keep your eyes on the paper." Watch your nonliteral speech - it can have unforeseen consequences!

Use nouns as nouns, verbs as verbs, and adjectives as adjectives. For example, if you are teaching colors by showing different color blocks, do not say, "This is blue," rather say, "This is a blue block." Do not say, "This is a cow," if showing a picture of a cow. Instead, say,"This is a picture of a cow."

Also avoid inadvertently asking questions when you intend to give a command. We all do this when we tell a child to do something but add the polite phrase, "Okay?" This changes the command to a request and the child can say, "No." And, since we want to always reinforce appropriate communication, we would have to honor their "no" and stop the activity.

Also avoid outright questions, like: "Will you do this?" or "Are you ready to work?" Other statements to avoid: "Do this for me." (School work is not done for someone else, it is the child's duty). "Let's put on our coat." (Unless that is a very big coat, avoid this "we" talk). Also avoid "Please" and "Thank you" in teaching, these are commands, not requests.