Question: Why does my student sometimes not respond when I ask them to speak, even though I know they can say the words? Should I wait for them to say the words before acknowledging their request or giving them what they need?
It can be puzzling when a student who is capable of speaking doesn’t respond when prompted. Understanding the reasons behind this can help create a more supportive and effective learning environment.
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Underlying Motor Challenges – It is often difficult to rule out childhood apraxia of speech (CAS) at an early stage. Apraxia is a motor planning difficulty that can make speech production effortful and inconsistent. If a child does not respond with speech when prompted, it may not be due to a lack of understanding or willingness but rather an underlying motor challenge that prevents them from coordinating the necessary movements for speech.
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Differences in Social Communication – Autistic children may not always interpret the intent behind spoken requests in the same way neurotypical individuals do. They might not recognize that a speaker is prompting them to produce speech, and their response—or lack thereof—should not be misinterpreted as defiance or inability.
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Speech vs. Language – Speech is the physical act of producing sounds, while language is the system of meaning and communication. A child may be able to repeat a word without understanding its meaning or appropriate context. Simply eliciting speech does not ensure that a child is developing meaningful language or effective communication skills.
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The Importance of All Forms of Communication – Prioritizing spoken words over other modes of communication can be limiting and even harmful. Gestures, facial expressions, body language, and augmentative and alternative communication (AAC) systems are valid and essential ways of expressing oneself. If we focus exclusively on spoken output, we risk disregarding or even suppressing these meaningful forms of communication, potentially hindering the child’s overall ability to develop their communication.
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Rather than insisting on spoken words, recognizing a student’s communication in all forms—gestures, signs, AAC, or approximations—builds trust and reduces pressure. Meeting their needs without delay fosters a sense of safety and encourages more authentic communication over time.
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