When a student has Autism Spectrum Disorder (ASD), communication can look very different from one child to the next. Some students speak in full sentences and love big words. Others use few words, repeat phrases, or communicate best through pictures, signs, or a device. Because communication touches learning, friendships, and daily routines, Speech-Language Pathologists (SLPs) often play a key role in a student’s school support plan.
At TinyEYE, we provide online therapy services to schools, including speech-language support that fits into the school day. Whether you are a family member trying to understand what an SLP does, or a school team member planning services, this guide walks through what to expect in clear, practical terms.
1) What does a Speech-Language Pathologist do for a child with ASD?
An SLP assesses a student’s communication strengths and needs, then provides services designed to create meaningful change in how the student understands and uses communication in real life.
For students with ASD, an SLP may work on:
Speech clarity (articulation and intelligibility): helping the student be understood by others.
Language skills: both receptive language (understanding) and expressive language (using words, sentences, and ideas).
Functional communication: requesting, commenting, answering questions, and participating in daily classroom routines.
Social use of language (pragmatics): conversation skills, turn-taking, perspective-taking, and using language in socially expected ways.
Reading skills: decoding words and reading for meaning (comprehension).
Written language: writing for different purposes (sentences, narratives, explanations).
Vocal quality: rate, rhythm, and speaking style, when those areas affect communication.
Augmentative and Alternative Communication (AAC): supports such as sign language, Picture Exchange Communication System (PECS), and voice-output tools (for example, GoTalk or an iPad/iPhone app such as Proloquo2go).
In schools, SLP goals are often tied to access: helping the student participate more fully in instruction, routines, and peer interactions.
2) Signs a child may benefit from SLP support
Students do not have to be non-speaking to need speech-language services. Many students with ASD benefit from support that targets how communication works in everyday situations.
Some common signs include:
The child is not using spoken words, or is not using spoken language in a meaningful way.
The child is difficult to understand, especially for unfamiliar listeners (for example, a babysitter, daycare provider, teacher, relatives).
The child is not combining words into longer phrases to request or ask for what they want.
The child is not using age-expected grammar (for example, pronouns like I/you/he/she/we/they, past tense verbs like jumped/ate/drank, or present progressive like “is barking”).
The child is not using language for a range of purposes, such as requesting items, requesting help, requesting attention, answering yes/no questions, asking and answering who/what/where/when questions, requesting information, or having conversations.
In a school setting, teams also notice communication needs when a student struggles to join group work, follow multi-step directions, explain their thinking, or repair misunderstandings with peers.
3) Can students receive SLP services through the school system?
In many areas, students can access SLP support through the school system, but the exact model can vary by district or region.
School-based SLP services may include:
Consultation with the classroom teacher and school team
Training for staff on speech, language, and communication needs
Direct therapy (individual or group)
Assessment and progress monitoring
Monitor-only support (checking progress and adjusting strategies as needed)
Some regions also have referral pathways to community-based services for specific concerns (for example, articulation, voice, or stuttering), sometimes with limits on the number of visits.
Because availability can differ, it helps to ask the school what services are offered, how students qualify, and what the service delivery might look like during the school year.
4) “My child has advanced vocabulary—can an SLP still help?”
Yes. Some students (including many with Asperger Syndrome, using older terminology) have strong vocabulary and decoding skills, but still struggle with other parts of communication.
SLP support may focus on:
Conversation skills: staying on topic, taking turns, asking follow-up questions, and noticing what the listener needs.
Social communication: understanding implied rules, adjusting language for different settings, and interpreting non-literal language.
Higher-level comprehension: making inferences, understanding abstract meaning, and connecting ideas across a text.
A common profile is a student who reads words at a high level but has difficulty explaining what they read or identifying the main idea. In these cases, speech-language goals may overlap with academic success and classroom participation.
5) Can an SLP help a non-verbal child learn to speak?
Some evidence-based approaches can help some students develop functional spoken communication. One example is PECS, which teaches communication through exchanging pictures.
However, there is no single method that reliably teaches all non-speaking students to use speech. The most important goal is that the student has a functional communication system so they can:
Request what they need
Make choices
Participate in learning and daily routines
Connect with other people
This may include AAC (pictures, signs, devices, or written communication) while speech develops—or as a long-term support. AAC is not “giving up” on speech; for many students it reduces frustration and increases communication opportunities.
6) Working as a team: SLPs, teachers, OTs, and ABA providers
Students with ASD often do best when the adults around them coordinate. SLPs can collaborate with Occupational Therapists (OTs), teachers, and ABA/IBI teams by helping set clear communication goals and selecting strategies that match typical development and the student’s learning profile.
Strong collaboration often includes:
Shared goals across settings (classroom, therapy, home)
Consistent prompts and supports (especially for AAC)
Data collection that shows whether the student is truly gaining skills
One practical note for families and schools: not every professional has deep training in behavior. Sometimes well-meaning adults can accidentally reinforce challenging behavior during therapy or instruction. A coordinated plan helps everyone respond consistently and teach replacement communication skills (for example, “help please,” “break,” or “all done”).
7) Questions families can ask when choosing or starting with an SLP
Families have the right to understand what is being assessed, what goals are being targeted, and how progress will be measured. When you contact an SLP, consider asking:
What training have you had specifically in Autism Spectrum Disorders?
About how many children have you treated with ASD?
What ages have you worked with?
Do you have experience supporting non-speaking or minimally speaking students?
Have you had formal training in evidence-based approaches such as PECS, Pivotal Response Therapy, or Verbal Behaviour Therapy?
In a school partnership model (including online services), these questions also help teams match the right clinician to the student’s needs.
8) Assessment documentation and informed consent
SLPs are expected to keep detailed records of assessments and therapy sessions, including outcomes. If a family requests written documentation, the SLP should be able to provide it.
Just as important is informed consent. Families should receive clear explanations of:
Assessment results (in plain language)
Goals and why they matter
How progress will be measured
What evidence supports the chosen approach (and where evidence is limited)
In areas where research is still emerging, ethical practice means being transparent and using careful data collection to ensure the student is benefiting.
9) What types of SLP intervention might be used?
SLP support for students with ASD can be delivered in different ways, depending on needs and school resources:
Direct one-to-one therapy
Small group therapy
Large group or classroom-based support
Consultation with teachers and other professionals
There is no single “correct” number of sessions for ASD. Students are unique, and communication needs can change over time. Research consistently points to early and intensive intervention as offering the best outcomes, but intensity can look different depending on the student’s profile and the supports available.
10) A quick note about diagnosis
In some regions, SLPs cannot diagnose ASD or other disorders; diagnosis may be restricted to physicians and psychologists. Even when SLPs are not diagnosing, they play an essential role in identifying communication needs, documenting skill levels, and recommending supports that improve daily functioning.
How TinyEYE supports schools with online therapy
Online speech-language services can help schools expand access to qualified clinicians, reduce scheduling barriers, and provide consistent support across the year. For many students, online sessions also allow for structured routines, visual supports, and easy sharing of digital AAC tools and resources.
For more information, please follow this link.
