Autism

What is Autism and how does it look like?
Person wearing over-ear headphones, a black and tan striped turtleneck, and blue jeans, standing in front of an orange background with hands behind their back.

Autistic individuals experience the world in ways that may differ from non-Autistic people. These differences are not deficits — they are part of the natural diversity of human development.

While some still use the clinical term Autism Spectrum Disorder (ASD), we avoid the term “disorder” on this website, as many in the Autistic community find it outdated and stigmatising. Instead, we use identity-first language — Autistic people — to affirm that Autism is a core part of who someone is.

Autistic people often experience differences in:

Social interaction and communication
This can include how Autistic people connect with others, understand relationships, use and interpret speech, tone, facial expressions, and body language. These experiences may not match conventional social norms, but are valid and meaningful in their own right.

Cognition and processing
Autistic people may have distinct ways of perceiving, thinking, and responding. This includes differences in pattern recognition, imagination, sensory processing, emotional regulation, executive functioning, and overall brain development.

These traits are not fixed or uniform — they vary widely between individuals and may also look different across the lifespan, from childhood to adulthood.

Socialisation and communication

Children

One of the early signs that a child may be Autistic is the unique way they develop language and social skills compared to their non-Autistic peers. These differences are not deficits — they are authentic expressions of how Autistic children experience and engage with the world.

Autistic children may:

  • Enjoy solitary play just as much as, or more than, playing with peers

  • Engage in play that reflects their interests, such as lining up, sorting or exploring toys in detailed or creative ways

  • Prefer structured social activities, such as rules-based games or shared hobbies

  • Seek friendships based on shared interests, often regardless of age

  • Use expressive language differently — they may speak less, communicate through other means, or require supports for verbal expression

  • Need extra time to process spoken language (receptive language), especially in fast-paced environments

  • Use echolalia — repeating words or phrases — as a form of learning, processing, or self-expression

  • Demonstrate Autistic social engagement, such as reduced eye contact, different body language, or alternate ways of directing attention

  • Use stimming behaviours — like flapping, jumping, or spinning — to regulate emotions, communicate joy, or manage sensory input (e.g. “happy flapping”)

These behaviours are not problems to fix, but valid and meaningful parts of Autistic communication and connection.

A note on difference — not deficiency:

Autistic children do not lack social skills. They may express Autistic social skills that differ from non-Autistic norms — and these deserve recognition, understanding and support.

Every Autistic child is unique. Their journey, strengths, and support needs will vary — not just from non-Autistic children, but from other Autistic children as well.

Autistic Adults

Autistic adults may express themselves and engage with others in ways that differ from non-Autistic norms. These communication styles are not wrong — they are valid expressions of neurodivergent identity, often shaped by a lifetime of navigating systems not designed with Autistic people in mind.

Autistic adults may:

  • Prefer literal, honest and direct communication, often favouring meaningful conversations over small talk

  • Enjoy “infodumping” — passionately sharing detailed knowledge or deep interests as a way to connect

  • Use unconventional body language, such as reduced eye contact, different gestures, or alternative posture

  • Gravitate toward structured social settings, such as online forums or gaming communities

  • Form strong, meaningful online friendships, sometimes more comfortably than in-person connections

  • Use echolalia — repeating phrases, quotes, lyrics or memes — as a form of communication, regulation or connection

  • Rely on scripts or pre-prepared language to navigate conversations and reduce the risk of misunderstanding

  • Communicate using alternative methods, including AAC (Alternative and Augmentative Communication), gestures, typing, or visuals

  • Seek out relationships based on shared interests, values or communication styles, regardless of age or formality

  • Feel most comfortable with other Autistic or neurodivergent individuals, where social expectations may feel more natural

On masking:

Some Autistic adults have learned to “mask” or camouflage their Autistic traits to fit into non-Autistic environments. This can involve suppressing natural communication styles or mimicking neurotypical behaviour. While masking may increase perceived safety or inclusion, it often comes at a cost — including exhaustion, anxiety, and loss of identity.

A different way of connecting:

Autistic adults do not lack social skills.
They may lack non-Autistic social skills — but possess rich, authentic Autistic social skills that deserve understanding, respect and space to flourish.

Cognition and processing

Thinking and Processing in Autistic Children

Autistic children often experience and process the world in ways that are fundamentally different from non-Autistic children. These differences are not deficits — they are meaningful, valid and reflect Autistic patterns of brain development.

Autistic children may:

  • Experience distinct sensory processing patterns, including strong responses to sound, touch, light, taste, smell, movement (vestibular), body awareness (proprioception), or internal sensations (interoception)

  • Be sensory seeking, drawn to certain textures, motions or sounds

  • Be sensory avoiding, preferring to limit or avoid specific sensory input

  • Exhibit a deep, focused interest that shapes their play, learning and enjoyment over an extended period

  • Explore many intense interests, which may be all-consuming but shift over time

  • Show strong preferences or sensitivities around food, often related to texture, temperature, or routine

These experiences can differ greatly from child to child, and may change across stages of development. There is no one “Autistic way” to think or process — just as there is no single way to be non-Autistic.

Reframing difference:

Autistic children do not lack processing skills.
They may process information in ways that differ from neurotypical expectations — but they bring genuine Autistic strengths in focus, pattern recognition, sensory awareness and depth of engagement.

Understanding and supporting these differences is key to helping Autistic children thrive on their own terms.

Thinking and Processing in Autistic Adults

Autistic adults often process information in ways that differ from non-Autistic norms. These differences shape how they think, problem-solve, regulate, and communicate — not as deficits, but as genuine expressions of Autistic cognition.

Autistic adults may:

  • Think in non-linear, associative or “orthogonal” ways, drawing connections between seemingly unrelated ideas to spark insight and creativity

  • Show a preference for bottom-up thinking — focusing on detail first in order to make sense of the broader picture

  • Process language and information literally, valuing clarity, directness and precision in communication

  • Develop deep, sustained focused interests (often called “special interests” or SPINs), which bring joy, purpose and expertise

  • Experience hyperfocus, immersing deeply in tasks of interest, while finding it harder to initiate or sustain tasks that lack clear relevance or motivation

  • Encounter differences in task transitioning, where starting or stopping an activity may feel effortful, especially if the task feels incomplete

  • Rely on predictable routines or structured systems to manage time, energy and overwhelm

  • Detect patterns quickly, often noticing details or structures others miss

  • Respond to sensory input differently, which might involve seeking certain stimuli (e.g. deep pressure, movement) or avoiding others (e.g. bright lights, strong smells)

  • Experience co-occurring cognitive differences, such as:

    • Alexithymia (difficulty identifying or describing emotions)

    • Aphantasia (differences in visual imagination)

    • Dyscalculia (differences with number-related concepts)

  • Find their thinking and regulation affected by sensory environments, such as struggling to process information in loud or visually overwhelming settings

These experiences are not flaws — they are part of a diverse cognitive profile that shapes how Autistic people navigate and contribute to the world.

A reframing of difference:

Autistic adults do not lack thinking skills.
They bring Autistic processing skills — nuanced, powerful, and deeply valuable — even if they diverge from neurotypical norms.

Supporting these differences requires listening, flexibility, and a commitment to inclusion — not correction.

Communication tips

Communicating with Autistic People

Communicating with Autistic individuals may feel unfamiliar at first for those used to neurotypical norms. However, with understanding and flexibility, you can foster respectful, meaningful interactions that honour Autistic communication styles — without expecting Autistic people to adapt to yours.

This guide offers practical strategies to support inclusive, affirming communication with Autistic people in everyday settings.

Use Visual Supports

Many Autistic individuals process visual information more easily than spoken words. Tools like visual schedules, social stories, images, diagrams, or written prompts can support comprehension and reduce anxiety.

Tip: Use visuals alongside verbal communication, not as a replacement unless preferred.

Speak Clearly and Literally

Autistic people often prefer language that is precise and direct. Figurative language, sarcasm, idioms or euphemisms can create confusion.

Tip: Say what you mean, avoid vague instructions, and check for understanding without condescension.

Allow Processing Time

Some Autistic individuals need more time to take in information and prepare a response — especially in overstimulating or high-pressure environments.

Tip: Avoid interrupting or filling silences. Give the person space to process and respond in their own time.

Be Attuned to Nonverbal Communication

Not all Autistic people communicate in typical ways — or at all — using speech. Body language, facial expressions, gestures, or the absence of these can carry important meaning.

Tip: Stay curious and observant. Avoid making assumptions based on neurotypical norms.

Respect Sensory and Spatial Needs

Autistic individuals may have heightened or reduced sensitivity to touch, sound, light or proximity. Respecting these needs is essential to building trust.

Tip: Always ask before initiating physical contact. Maintain a comfortable physical distance and be mindful of the environment.

Honour Communication Preferences

Autistic people may use a variety of communication methods — including speech, typing, sign language, AAC (augmentative and alternative communication), or a combination.

Tip: Ask what works best and adapt to their preference, rather than expecting them to adapt to yours.

Create a Supportive Environment

Assume competence. Offer space without pressure. Listen without judgement. Creating an environment of psychological safety allows Autistic people to communicate authentically.

Tip: Let go of expectations around eye contact, body language or tone. What matters most is connection, not conformity.

Summary

Communicating effectively with Autistic individuals requires openness, respect, and a willingness to shift your expectations. When we listen, learn, and adapt — rather than expect Autistic people to mask — we create more inclusive, empowering spaces for everyone.