Unveiling the Hidden Literacy of Nonspeaking Autistic Individuals: A Review of Jaswal, Lampi, and Stockwell (2024)
“Nonspeaking autism,” a condition where autistic individuals have limited or no vocal communication, has long been associated with assumptions of low language abilities and cognitive skills. These assumptions are deeply rooted in the medical model of disability, which views disability as a personal deficit requiring intervention and remediation. This perspective fails to recognise the complex ways in which nonspeaking autistic individuals may process and express language, leading to a gross underestimation of their true potential. The prevailing assumptions about nonspeaking autism are further reinforced by the Power Threat Meaning Framework, which examines how power imbalances and societal threats can shape the narratives surrounding marginalised groups. In the case of nonspeaking autism, the dominant powers in society, including the medical establishment and educational institutions, have perpetuated a narrative of deficiency and incompetence. This narrative threatens the autonomy and agency of nonspeaking individuals, limiting their access to opportunities and supports that could foster their language development and communication.
In this context, the study by Jaswal, Lampi, and Stockwell (2024) holds immense significance in challenging the deeply entrenched assumptions about the language abilities of nonspeaking autistic individuals. By employing an innovative methodology that bypasses the need for vocal responses, the study provides compelling evidence of the literacy skills possessed by many nonspeaking autistic adolescents and adults. The findings underscore the importance of presuming competence and highlight the potential for nonspeaking individuals to access written forms of communication when provided with appropriate support and opportunities. The study’s results align with the social model of disability, which shifts the focus from individual impairments to the societal barriers that disable individuals. By revealing the hidden literacy potential of nonspeaking autistic individuals, the study challenges the notion that their language difficulties are inherent deficits. Instead, it suggests that the true barriers lie in the limited opportunities and inappropriate instructional approaches that have hindered their language development. This shift in perspective calls for a fundamental change in how we support and empower nonspeaking individuals to realize their full communicative potential.
As an autistic gestalt language processor and an author who has written extensively about language instruction in non-standard populations both here on the AutSide Substack and in the upcoming book, Holistic Language Instruction, I find the study by Jaswal, Lampi, and Stockwell to be a groundbreaking contribution to the field. The findings resonate deeply with my own experiences as a gestalt processor (aka non-verbal) and the experiences of many in the nonspeaking autistic community who have long been underestimated and misunderstood. The study’s emphasis on presuming competence aligns with my own philosophy and the approach I advocate in my work. Too often, the system and the dominant powers in society have failed to presume competence in nonspeaking individuals, leading to a vicious cycle of low expectations, limited opportunities, and restricted language development. By challenging these assumptions and demonstrating the literacy potential of nonspeaking individuals, the study opens up new possibilities for empowering them through written communication. Moreover, as a gestalt language processor, I understand firsthand the unique ways in which language can be processed and expressed by autistic individuals. The study's methodology, which allows for a more holistic assessment of language skills, is a welcome departure from traditional approaches that often fail to capture the true abilities of nonspeaking individuals. The findings underscore the need for more inclusive and adaptive approaches to language instruction that recognise and build upon the strengths of diverse learners. In the following sections, I will delve deeper into the study's methodology, findings, and implications, drawing upon my own experiences and insights as an autistic gestalt language processor and an advocate for presuming competence in nonspeaking populations.
Overview of the Study
The study by Jaswal, Lampi, and Stockwell (2024) involved a sample of 31 nonspeaking autistic adolescents and adults, a population that has been historically underrepresented in research on language and literacy development. The inclusion of this diverse group of participants, spanning a wide age range, highlights the study’s commitment to exploring the language abilities of nonspeaking individuals across different stages of life. By focusing on this specific subset of the autistic community, the study aims to shed light on the unique challenges and potentials of those who have limited or no vocal communication.
The researchers employed an innovative methodology to assess the participants’ knowledge of English orthographic conventions. They developed an iPad-based game that presented sequences of letters or nonsense symbols, which participants had to tap as quickly as possible. The game included four conditions: meaningful sentences, matched symbol sequences, reversed letter sequences, and reversed symbol sequences. This design allowed the researchers to compare participants’ response times across different types of sequences, providing insights into their familiarity with English spelling and their ability to anticipate upcoming letters in meaningful contexts.
One of the key strengths of this methodology is its accessibility and adaptability to the needs of nonspeaking individuals. Traditional language assessments often rely heavily on vocal responses or written output, which can pose significant barriers for those with limited or no vocal communication. By using an iPad-based game that requires only simple tapping responses, the study ensures that participants can demonstrate their language knowledge without being hindered by motor or vocal challenges. This inclusive approach aligns with the principles of the social model of disability, which emphasises the importance of removing societal barriers to enable full participation and engagement.
The study’s findings provide compelling evidence of the literacy skills possessed by many nonspeaking autistic individuals. Participants consistently showed faster response times when tapping letters that formed meaningful sentences compared to nonsense sequences. This suggests that they were able to anticipate upcoming letters based on their knowledge of English spelling and grammar rules. Additionally, participants responded more quickly to frequent letter pairs (bigrams) within meaningful sequences, indicating a sensitivity to common orthographic patterns in the English language.
Another notable finding was the participants’ tendency to pause at word boundaries within meaningful sentences. This behaviour reflects an understanding of the segmentation of language into distinct lexical units, a crucial aspect of reading and writing proficiency. These pauses were observed even though the iPad game did not explicitly mark word boundaries, highlighting the participants’ inherent grasp of language structure.
The robustness of these findings is further emphasised by the fact that they were observed across participants with varying levels of vocal communication abilities. The study included individuals with no vocal communication as well as those with limited phrase speech, demonstrating that the presence of literacy skills is not contingent upon vocal language proficiency. This challenges the common assumption that vocal speech development is a prerequisite for literacy acquisition and underscores the importance of providing alternative pathways for language expression and development.
Overall, the study’s methodology and findings make a significant contribution to our understanding of language and literacy in nonspeaking autistic individuals. By employing an accessible and adaptive assessment approach, the researchers were able to uncover hidden linguistic competencies that have often been overlooked or dismissed. The results provide a compelling argument for presuming competence in nonspeaking individuals and highlight the urgent need for more inclusive and tailored educational interventions that capitalise on their unique strengths and abilities.
Implications for Nonspeaking Autistic Population
The findings of the study have far-reaching implications for the nonspeaking autistic population, challenging long-held assumptions and opening up new possibilities for communication and empowerment. The evidence of literacy skills among the participants is a resounding rebuke to the notion that nonspeaking individuals have limited language capacity. It is a clear demonstration that the absence of vocal speech does not equate to an absence of linguistic competence or potential. This study is a clarion call to dismantle the prejudices and misconceptions that have long plagued the nonspeaking autistic community and to recognise the rich inner lives and capabilities of these individuals.
One of the most profound implications of this study is the potential it highlights for nonspeaking autistic individuals to access written communication as a means of self-expression and autonomy. The fact that participants demonstrated a clear understanding of English orthography and an ability to process meaningful linguistic structures suggests that, with appropriate support and opportunities, they could harness these skills to communicate their thoughts, feelings, and experiences through writing. This is a transformative prospect, offering a pathway to voice and agency for individuals who have been systematically silenced and marginalised by society's narrow expectations of communication.
The study’s findings also underscore the critical importance of presuming competence in nonspeaking autistic individuals and providing them with appropriate instruction and support to develop their language and literacy skills. Too often, the educational and therapeutic approaches offered to this population are based on assumptions of deficiency and limitations, focusing on remediating perceived weaknesses rather than nurturing inherent strengths. The evidence of literacy potential in this study is a powerful call to reshape our educational practices and to provide nonspeaking individuals with the same opportunities and expectations for language development as their speaking peers.
Crucially, the study’s findings are relevant for nonspeaking autistic individuals across the spectrum of vocal language abilities, including those with limited phrase speech. This has profound implications for challenging the power dynamics and societal threats that have long oppressed and marginalised this population. The Power Threat Meaning Framework (PTMF) offers a lens for understanding how the dominant narratives surrounding nonspeaking autism have been shaped by the interests and assumptions of those in positions of authority, such as medical professionals and educators. These narratives have perpetuated a view of nonspeaking individuals as lacking in agency, competence, and potential, justifying their exclusion from meaningful opportunities for language development and self-expression.
The evidence of literacy skills in this study is a direct challenge to these oppressive narratives and a testament to the resilience and potential of nonspeaking autistic individuals in the face of systemic barriers and threats. It is a call to dismantle the power structures that have long denied this population access to the tools and opportunities they need to thrive. By presuming competence, providing appropriate instruction, and recognising the diverse ways in which language can be processed and expressed, we can create a more inclusive and empowering society for all individuals, regardless of their mode of communication.
Ultimately, the implications of this study are nothing short of liberating for the nonspeaking autistic population. It offers a vision of a world in which their voices are heard, their potential is celebrated, and their rights to self-determination and full participation are upheld. It is a world in which the power dynamics that have long oppressed and marginalised this community are challenged and dismantled, and in which all individuals are presumed to have inherent worth, dignity, and the capacity for growth and achievement.
As for myself, I feel a deep sense of hope and possibility in the face of these findings. They validate what I have always known to be true - that nonspeaking autistic individuals possess a wealth of untapped potential and a rich inner world of language and meaning. They offer a path forward for creating a more just and equitable society, one in which all individuals are valued and empowered to reach their full potential.
Connections to My Work and Experiences
As an autistic gestalt language processor (aka, non-verbal) and an advocate for inclusive language instruction, the findings in the study resonate deeply with my own experiences and the work I have dedicated myself to. The evidence of literacy skills among nonspeaking autistic individuals is a powerful validation of the insights and practices I have long championed, and it offers a roadmap for transforming the way we approach language development in non-standard populations.
From my perspective, the study’s findings are a testament to the unique and often misunderstood ways in which autistic individuals can process and express language. Gestalt language processing involves the ability to comprehend and produce language in whole units, rather than through the sequential processing of individual sounds or words. As we saw all last week in a series of articles here (link), this holistic approach to language is often overlooked or dismissed by traditional educational and therapeutic models, which prioritise the mastery of discrete skills and the adherence to normative expectations of language development.
The fact that the nonspeaking autistic participants in this study demonstrated a clear understanding of English orthography and an ability to anticipate meaningful linguistic structures is a powerful affirmation of the validity and potential of gestalt language processing. It suggests that, when given the opportunity to engage with language in a holistic and meaningful way, nonspeaking individuals can tap into their inherent linguistic competence and develop sophisticated literacy skills. This insight has profound implications for the way we conceptualise and support language development in autistic individuals, challenging us to move beyond narrow, deficit-based models and to embrace a more diverse and inclusive understanding of language processing.
The study’s findings also have direct relevance to my work on language instruction in non-standard populations. As an advocate for inclusive and empowering approaches to language development, I have long argued for the importance of presuming competence, providing access to meaningful and authentic language experiences, and adapting instructional strategies to the unique needs and strengths of each individual. The evidence of literacy potential among nonspeaking autistic individuals is a powerful validation of these principles and a call to action for educators and practitioners to rethink their approaches to language instruction.
In my own work, I have seen firsthand the transformative impact of presuming competence and providing individuals with the tools and opportunities they need to express themselves fully. I have witnessed nonspeaking individuals blossom into confident and articulate communicators when given access to alternative and augmentative communication (AAC) systems, such as letter boards or speech-generating devices. I have seen the joy and empowerment that comes from being able to convey one’s thoughts and feelings in a way that is authentic and meaningful to oneself, rather than being constrained by the expectations and limitations imposed by others.
The findings of this study offer a powerful endorsement of these practices and a roadmap for expanding their reach and impact. They suggest that, by presuming competence, providing appropriate instruction and support, and recognising the diverse ways in which language can be processed and expressed, we can unlock the literacy potential of nonspeaking individuals and empower them to participate fully in the world of written communication. This has profound implications for the practices I advocate, including the use of AAC systems, the incorporation of gestalt language processing strategies into language instruction, and the development of inclusive and accessible educational environments that celebrate diversity and promote self-determination.
Ultimately, the connections between this study and my own work and experiences are a testament to the power of presuming competence and embracing a more inclusive and holistic understanding of language development. They offer a vision of a world in which all individuals, regardless of their mode of communication or processing style, are valued and empowered to reach their full potential. I am inspired by these findings and more committed than ever to the work of creating a more just and equitable society for all.
Future Directions and Recommendations
The findings of the study have opened up a rich and promising landscape for future research and practice in supporting the language and literacy development of nonspeaking autistic individuals. The evidence of literacy potential among the study’s participants is a powerful call to action for researchers, educators, and policymakers to prioritise the needs and rights of this historically marginalised population and to invest in the resources and strategies necessary to enable their full participation in the world of written communication.
One critical direction for future research is to investigate the prevalence of literacy skills in the broader nonspeaking autistic population. Whilst the current study provides compelling evidence of literacy potential among a sample of nonspeaking individuals, it is essential to extend this investigation to a larger and more diverse population to gain a more comprehensive understanding of the range and distribution of these skills. This research should be designed and conducted in partnership with nonspeaking individuals and their families, ensuring that their voices and experiences are centered in the process and that the findings are used to inform meaningful and inclusive supports and services.
Another key priority for future work is the development of effective instructional approaches and accessible technologies that can enable nonspeaking individuals to harness their literacy potential and engage in functional written communication. This requires a fundamental shift in the way we conceptualise and deliver language instruction for this population, moving away from deficit-based models that prioritise the remediation of perceived weaknesses and towards strengths-based approaches that build on the unique abilities and interests of each individual.
Effective instructional approaches for nonspeaking individuals should be grounded in the principles of presuming competence, providing access to meaningful and authentic language experiences, and adapting strategies to the unique needs and strengths of each learner. This may involve the use of AAC systems, such as letter boards or speech-generating devices, as well as the incorporation of gestalt language processing strategies that allow individuals to engage with language in a holistic and meaningful way. It may also involve the development of inclusive and accessible educational environments that provide opportunities for nonspeaking individuals to engage in rich and varied language experiences, such as shared reading, writing workshops, and peer-mediated communication activities.
Crucially, the development of effective instructional approaches and accessible technologies must be accompanied by a commitment to equity and accessibility. Too often, the most promising and transformative solutions for supporting the language and literacy development of nonspeaking individuals are out of reach for families and communities who lack the financial resources to access them. This is a profound injustice that perpetuates the marginalisation and oppression of nonspeaking individuals and denies them their fundamental right to communicate and participate fully in society.
As such, it is essential that governments and policymakers prioritise the funding and dissemination of effective instructional approaches and accessible technologies in an equitable way, ensuring that these resources are available to all nonspeaking individuals and their families, regardless of their socioeconomic status or geographic location. This requires a fundamental shift in the way we allocate resources and prioritise the needs of marginalised populations, moving away from a model that prioritizes corporate profits and towards one that centers the rights and dignity of individuals.
As we’ve seen, the PTMF offers a powerful lens for understanding and challenging the systemic barriers and oppressive power dynamics that have long denied nonspeaking individuals access to the resources and opportunities they need to thrive. By recognising the ways in which the experiences and capacities of nonspeaking individuals have been shaped by the threats and meanings imposed by those in positions of power, we can work to dismantle these oppressive structures and create a more just and equitable society that values and empowers all individuals, regardless of their mode of communication.
Ultimately, the future directions and recommendations suggested by this study are a call to action for all of us to recognise and value the inherent humanity and potential of nonspeaking individuals and to work towards a world in which their voices are heard, their rights are respected, and their dreams are realised. As for myself, I am inspired by the possibilities this study has opened up and more committed than ever to the work of creating a more just and equitable world for all.
Final thoughts …
The study represents a groundbreaking contribution to our understanding of the language and literacy potential of nonspeaking autistic individuals. By revealing the hidden literacy skills of their participants, this research challenges long-held assumptions about the capacities of nonspeaking individuals and opens up new possibilities for their communication and self-expression.
The significance of this study lies not only in its empirical findings but also in the powerful message it sends about the importance of presuming competence and providing opportunities for all individuals to develop and demonstrate their abilities. The evidence of literacy potential among nonspeaking autistic individuals is a testament to the resilience and resourcefulness of this population, who have long been denied access to the supports and resources they need to thrive.
This study is a call to action for all of us to rethink our assumptions about what is possible for nonspeaking individuals and to work towards creating a world in which their rights to communication and self-determination are fully realised. It challenges us to move beyond deficit-based models of disability and to embrace a more holistic and strengths-based approach to supporting the language and literacy development of all individuals.
At the heart of this call to action is a vision for empowering nonspeaking autistic individuals through literacy. By providing access to effective instructional approaches, accessible technologies, and inclusive educational environments, we can unlock the literacy potential of this population and enable them to participate fully in the world of written communication. This has profound implications not only for the individuals themselves but also for their families, communities, and society as a whole.
Imagine a world in which nonspeaking autistic individuals are able to express their thoughts, feelings, and experiences through writing, to engage in meaningful dialogue with others, and to advocate for their own needs and rights. Imagine a world in which their voices are valued and celebrated, and in which their contributions to our collective knowledge and understanding are fully recognised and appreciated.
This is the world that the findings of this study invite us to create. It is a world in which the power dynamics that have long oppressed and marginalised nonspeaking individuals are challenged and dismantled, and in which all individuals are presumed to have inherent worth, dignity, and the capacity for growth and achievement.
As we move forward from this study, let us embrace its vision of empowerment and possibility. Let us work together to create a more inclusive and equitable society in which all individuals, regardless of their mode of communication, are valued and supported to reach their full potential. And let us never forget the power of presuming competence, of providing opportunities, and of supporting communication access for all.
In the end, the true significance of this study lies not only in its scientific findings but also in the hope and inspiration it offers for a better future. It is a reminder that, even in the face of great challenges and barriers, the human spirit is resilient and capable of great things. And it is a call to action for all of us to be part of the solution, to work towards a world in which every individual is empowered to live a life of dignity, purpose, and joy.
Additional Research
Here are several studies related to literacy skills in nonspeaking autistic individuals and related areas:
Junaidi et al. (2021) explored literacy in autistic children, focusing on abilities to read, write, listen, and speak. The study highlights methods that can improve literacy skills, such as the alphabet method, sound method, syllable method, word method, and synthetic, analytic structural method for reading, and story approach with pictures and the Sensory Integration method for writing skills. For listening skills, the Floor Time method and for speaking abilities, the PECS method can be utilized. (Junaidi et al., 2021).
Bailey and Arciuli (2021) review research on literacy instruction for autistic children learning to read and write in languages other than English. The review highlights that autistic children who are analytic language processors can benefit from literacy instruction methods designed for typically developing children but may require additional skills and supports. The study also discusses the effectiveness of instruction practices when working with autistic children learning different writing systems. (Bailey & Arciuli, 2021).
Westerveld et al. (2016) examined emergent literacy skills, broader cognitive and language ability, autism “severity,” and home literacy environment factors in autistic preschoolers. The study found strengths in code-related skills like alphabet knowledge but significant difficulties with meaning-related skills. (Westerveld et al., 2016).
Serret et al. (2017) investigated the usability of SEMA-TIC, a serious game designed to teach literacy skills to French minimally vocal school-aged autistic children. The study found that SEMA-TIC presents a suitable usability for teaching literacy skills to this population. (Serret et al., 2017).
Shahidi et al. (2023) described the design and evaluation of an AR application aimed to facilitate tailored educational experiences for nonspeaking autistic students. The application offers lessons and multiple-choice comprehension and spelling questions, showing that participants successfully interacted with the application. (Shahidi et al., 2023).
These studies, gathered using ConsensusGPT, can contribute to understanding and improving literacy skills in nonspeaking autistic individuals through various methods and technologies.