The ability to communicate should not be confused with ability or complexity of thought, particularly for non-verbal children, but also for children whose language may be limited to requests and objections. Communication is not simply a behavior-reduction strategy. It is a central human need.

“Just because someone doesn’t speak doesn’t mean they have nothing to say” – autism often interferes with communication and initiation, and masks the competence of those on the spectrum.

Too often autism seems to result in a loss of equal treatment and an over-emphasis on differences and weaknesses.

The maze of intriguing but unproven approaches in autism can be overwhelming to parents, while many approaches that are well-grounded in research remain underused, or lack the resources required for broad implementation.

Not only are these the most ethical approaches toward individuals with autism, but evidence indicates that positive, inclusive, naturalistic learning approaches significantly increase motivation and learning.

It can be short-sighted to pursue communication supports, behavior supports, and sensory supports without addressing the social aspects of autism and the need for connections and community. Issues of belonging, friendship, and quality-of-life should be valued and addressed alongside other goals.

Certain methods may be successful in compelling desired behavior, but may not be humane or comfortable for the person with autism. It is essential to understand the need that certain symptoms may address, and to find adaptations that meet those needs—simply repressing them may produce unexpected new behaviors.

Too often, individuals on the autism spectrum are studied, assessed and supported without their cooperation, participation, or input. People with autism can contribute important perspective, and reveal areas of need that might not be apparent.