1
Literal Language
A mother is getting annoyed. She is trying to stay calm, but
says to her child; “If you don’t pack those toys away now, I am
going to hit the roof.” The child looks at her and then at the roof
in wonder. “How?” she thinks “It’s so high…or is she going to
hit it with the broom?” The child knows however, from her
mother’s tone of voice, that hitting the roof is obviously not a
good thing - it might even be a bit scary. She packs her toys
away quickly.
When we speak we often use words or phrases like “hit the roof” in a way that is not meant to
be taken literally. Young children are often confused by this, but as time goes on, they learn
that words don’t always mean as they seem.
This is called “non-literal” or “figurative” use of language.
Many children on the autism spectrum find understanding
figurative language difficult. In other words, they often take things literally.
Children usually develop an understanding of this type of language by exposure to a particular
word or phrase. They also pick up on the context, by the tone of voice and even the gesture
that is made along with it. Grandpa might always say “I could eat a horse” when he sits down
to dinner. The child sees that he rubs his belly when he says this, and that he never complains
when Grandma fails to serve up a horsey casserole. Children with autism may not pick up on
the other cues so easily. They may become upset about Grandpa’s comments but may not
mention it at the time. They may bottle up their disgust, only for it to resurface later.
There are many examples of how language can be confusing if taken literally. Wendy Lawson,
an adult with autism, described her confusion as a child in being told to “Sit down” but also to
“Sit up.” She was also told to “eat with a fork” but also to “eat with your mouth closed.” How
on earth do you get a fork into a closed mouth?!
Another example is of an adolescent with autism who was on a tram. When asked by the
conductor “Can I see your ticket?”, he replied with “No.” The conductor asked again; “ Are you
holding a valid ticket?” and the man shook his head. After being threatened with a fine for fare
evading, the young man, quite distressed, pulled a valid ticket from his pocket. The conductor
was annoyed. He grunted and moved to the next passenger.
In this example, the young man with autism was left feeling confused as he had been totally
honest with his responses. The conductor couldn’t see his ticket – and he wasn’t holding a
valid ticket. It had been in his pocket all along.
The way in which even a single word is used can cause confusion, and it may take many years
for a person with autism to realise how fluid and versatile language can be. The word “up”, for
example, means a skyward direction– or at least this is what a toddler learns. But “give up” ,
2
“make it up” “throw up” , “divide it up” all contain that word, but the “up” part is not to be taken
literally.
The slang use of words is also confusing and ever-changing. It is an important part of upper
primary and adolescent language. This, colloquial use of
language, can cause extreme confusion for some children in their
social interactions with others. “That’s a sick bike.” “He kicked a
wicked goal.” “His sister’s hot.” This use of language becomes
particularly confusing for children with autism when the same
word is used in many different ways and the non-verbals, such
as the tone of voice, need interpreting to specify which meaning
is intended. Take for example;
“He ate a worm – that’s sick.”
“He can do 360s on his blades – that’s sick.”
Interpretation of non-verbal communication is also something
that can be hard for autistic individuals, making comprehension of like phrases problematic.
Finally, many children with autism, take language literally, in that inferences are not made, and
only the “surface” words attended to. Once example is a mother asking her autistic child to
watch his your younger brother as she runs inside to the toilet. She comes outside again, a
minute later, to find the younger brother face-first in the worm farm. The child with autism had
watched him, as instructed. He had watched him open the worm farm and then fall forward
into a steaming pile of compost! This child, once again, failed to see that there was actually
more to this instruction than what was said by the words. The mother would have been better
to say “Watch your brother and keep him next to you until I get back.”
So what can be done? How can we overcome these hurdles that literal language may
cause for our children? Below are a number of tips that I have found helpful.
1. If a child is only beginning to attend to and comprehend language, I would try and be as
direct and concrete as possible with my language.
Don’t say: “Have a seat” Instead say “Sit down.”
Don’t say : “Hold on” or “Wait a minute” Instead say “Wait.”
2. Be careful of using question structures, when you are trying to give an instruction. Often
people use a question structure to some less bossy. Children can misinterpret these as
questions. You can be direct and friendly at the same time!
Don’t say “Can you come and sit down now?” Instead say “It’s time to sit down.”
Don’t say “Are you packing up like the teacher asked?” Instead say “The teacher said for you
to pack up now. I want you to pack up.”
Don’t say “You want to put your seatbelt on?” Instead say “Put your seatbelt on.”
3. Listen to your own language use. You may think that you are really good at avoiding
figurative language because you know to never say things like “pull up his socks” or “over
the moon”. Many children, not just autistic children, have trouble with these types of
idioms, and naturally, we use them less with youngsters… But listen closer to yourself and
you may find that you do use figurative speech. If your child is young or low-functioning,
be wary of this and avoid them. If your child is higher functioning, be aware of them, and
understand that you may have to clarify what you mean. After all, higher functioning
children will only learn about figurative speech if you explain what each phrase means.
3
Common phrases that you probably use:
I can’t wait
Cut it out
Go easy
Hop in the car
4. There are some language resources that target IDIOMS. These are good for older children,
and young teenagers. They target classic idioms such as “piece of cake” “feeling blue”
“over the moon” etc… Alternatively, you can make your own lists . Ask your child’s teacher
to do so too. Include slang that is current for your child’s age.
Go through these words and phrases in small groups or individually with your child. Explain the
meanings and practise using them.
5. With some children, you may need to avoid the word “IT”. “Give it up” “Cut it out” “Go for it”
“It’s all very well.” After all, what is IT? This may be obvious to some, but not to others. Think
about it!
5. Finally, think about the parts of a command that you think can go unspoken, but really need
to be clarified. “Watch your brother.” “Check the bath” “See who’s at the door.” Some
children may only respond to the actual words you say and nothing more.
I hope that by following these ideas you can help your child in understanding more language.
Please contact me with any questions.
Lucia Smith
Pelican Talk Speech Therapy Resources
www.pelicantalk.com
Give us a hand
Make up your own mind
Make friends
Now and then
Have a seat
Fed up
Keep it down
In a minute
