Psychological and pedagogical characteristics of communication in students with autism spectrum disorder

Abstract

This article examines the psychological and pedagogical characteristics of communication among students with autism spectrum disorder through a critical analysis of research. It aims to identify individual differences in communication, the influence of classroom conditions, and educational support. The study adopts a targeted narrative review of publications from 2022 to 2026, including systematic reviews, meta-analyses, and school-based studies. The analysis addresses spoken and nonspoken communication, pragmatic interaction, emotional regulation, sensory experiences, peer relationships, and augmentative and alternative communication. Findings indicate that successful communication depends not only on student abilities but also on communication partners, task organization, and accessibility. Peer-mediated approaches and visual or electronic supports offer options, although effects vary across learners and settings. The paper proposes an individualized educational framework prioritizing communicative initiative, student preferences, and functional participation. Particular attention is given to distinguishing the performance of prescribed social behaviors from meaningful, reciprocal engagement in classroom activities and relationships.