Speech-language pathologists help autistic children communicate in the ways that work for them, whether that is speech, gestures, pictures, or a device. At Speech Specialists, our registered speech-language pathologists see children across the GTA and Southern Ontario, and we offer virtual sessions anywhere in Ontario. We also work with the Ontario Autism Program. To talk about your child, book an appointment online.
Speech therapy helps autistic children understand other people, say what they want and think, and connect with the people around them. The plan adapts to how each child communicates, which might be spoken words, gestures, signs, pictures, or a speech-generating device.
Communication has three parts, and a child can be strong in one and need support in another. Speech is the physical side: the sounds a child makes and how clearly others understand them. Language is about meaning. It includes understanding what people say (receptive language) and using words and sentences to share ideas (expressive language). Social communication is how a child uses all of that with other people, including taking turns, sharing attention on the same object or event (joint attention), and reading cues like tone of voice and facial expressions.
Autistic children vary a great deal in this mix. One child may speak in long, clear sentences but find it hard to keep a back-and-forth conversation going. Another may understand nearly everything said to them and not yet use spoken words. A speech-language pathologist (SLP) looks at all three areas so the goals fit your child rather than a general profile.
Here is what a goal can look like in plain language. A child who tugs at the snack cupboard might first learn to hand over a picture card of crackers to ask for them. Once that works reliably, the card is paired with a spoken word, and later with a short phrase like “more crackers.” Each attempt gets the child what they asked for, so communicating pays off right away.
We believe communication is a right, and that all communication counts. A gesture, a picture, a sound, a device, a spoken sentence, and a line repeated from a favourite show can each carry meaning, and we treat them that way. Our goal is not to make a child seem less autistic. It is to help them be understood, make choices, and connect with people in ways that feel safe to them. We plan every goal together with the family, because parents and caregivers know their child best.
This is the same family-centred thinking behind our approach to therapy across all of our services. You are part of the team, and your priorities set the direction.
Children develop at their own pace, and no single sign means a child is autistic. The table lists things families often notice, with a rough guide to when it makes sense to ask for a screening.
| Age | Signs families notice | When to ask for a screening |
|---|---|---|
| 12 to 18 months | Does not often respond to their name. Rarely points, waves, or shows you things. Limited babbling or eye contact. | If you see several of these signs, or you feel something is different from what you expected. |
| 18 months to 2 years | Few or no words. Does not point to share interest. Little imitation of sounds or actions. Loses words or skills they once had. | As soon as you notice lost words or skills. Also if new words are not appearing. |
| 2 to 3 years | Not yet putting two words together. Repeats lines from videos more than using their own words. Shows little interest in other children. | If your child is not combining words, or play stays mostly repetitive. |
| 3 to 5 years | Others find it hard to understand them. Trouble answering questions or following directions. One-sided conversation, or long talks on a single topic. Difficulty with turn-taking in games. | If your child struggles to be understood, or a daycare or preschool teacher raises concerns. |
| School age | Takes language literally. Finds jokes and hints hard to follow. Has trouble telling a story or explaining a problem. Struggles with friendships or classroom language. | If communication is getting in the way of learning, friendships, or daily routines. |
Our guide to the early signs of autism in children covers each age in more detail. If you would like someone to look at your child’s communication, we offer a free screening for kids.
A screening or a speech assessment is not a diagnosis. It shows how your child communicates right now and whether therapy would help. Only a qualified professional can diagnose autism, and we are happy to share our findings with them.
Every plan is individual, and most children work on a few areas at a time. These are the areas we most often address.
| Area | What it means |
|---|---|
| Understanding language (receptive) | Following directions, answering questions, and making sense of what other people say. |
| Using words, gestures, and sentences (expressive) | Building ways to share ideas, from first gestures and single words to full sentences. |
| Functional communication | Asking for help, saying no, making choices, and requesting a break. |
| Social communication and play | Joint attention, turn-taking, playing with others, and holding a conversation. We also support language delay where it is part of the picture. |
| Speech clarity and articulation | Making sounds so that family, teachers, and friends can understand. See our page on articulation therapy. |
| Reading, writing, and classroom language | Understanding stories, putting thoughts on paper, and using the language of school. Learn more about our reading and writing support. |
| Assistive technology and AAC | Choosing and learning to use iPads, picture systems, and speech-generating devices. |
Many children who do not use spoken words can still communicate, and augmentative and alternative communication (AAC) can help. AAC covers picture systems, signs, tablet apps, and speech-generating devices.
Echolalia means repeating words or phrases a child has heard, either right away or later. A child might recite a line from a favourite show when excited, or say “Do you want a snack?” when they mean “I want a snack.” It is not meaningless. Often it carries a message, and it can be how a child learns language, since some children pick up whole phrases first and break them into smaller parts over time. In therapy, we work out what the phrase means for the child, respond to that meaning, and then model shorter or more flexible versions instead of discouraging it.
In a session with a minimally speaking child, you might see the therapist on the floor with bubbles, a favourite toy, or a snack the child likes. The therapist sets up small moments where the child has a reason to communicate, like pausing the bubbles and waiting to see what happens. A look, a reach, a sound, or a tap on a picture all get a response. The therapist may introduce a few key words on a communication board or tablet and show you how to use it. Sessions are play based and move at your child’s pace.
Therapy is a small part of your child’s week, so coaching for parents and caregivers is built into our sessions. Your therapist shows you what they are doing and why, then helps you try it, so the strategies carry over to home, daycare, and school. Three simple ones to start with:
For more ideas you can use between sessions, read our parent guide on activities to help your child communicate.
Your child communicates in every setting, so we like to work with the other people who support them. With your permission, your SLP can speak with teachers, occupational therapists, ABA providers, and doctors, so that everyone uses the same pictures, words, or devices and works toward goals that fit together.
Every treatment plan comes with a written report for your records. Families use these reports for school meetings and funding records, and to share with other professionals.
Yes. Speech therapy depends on your child’s communication needs, not on a diagnosis. A child who struggles to be understood, follow directions, or ask for things can benefit from support whether or not an autism diagnosis is in place.
Many families in Ontario wait months for a diagnostic assessment, and your child does not need to wait with them. Starting therapy now can make everyday life easier, and our written report gives you something concrete to bring to the diagnostic team. If a diagnosis comes later, therapy continues and the funding options above become available.
We offer both. You can visit us in person at our clinics in Scarborough, North York, Etobicoke, Mississauga, Brampton, Whitby, Pickering, and Hamilton. Virtual sessions are available across Ontario, including in communities that are far from a clinic. You can see every location on our clinics page, and the full list of areas we serve includes Toronto, Markham, Vaughan, Ottawa, and Waterloo.
Some children engage better in person, where the therapist can use toys, movement, and a shared space. Others settle more easily at home with familiar items nearby, and parents can join more easily. We will tell you honestly what we see. After the first visit, your SLP can recommend the format that suits your child, and you can change it later if it is not working. To learn how virtual sessions run, read about our online speech therapy.
Speech therapy helps a child understand language, express wants and ideas, and connect with other people. The therapist builds skills through play and daily routines, and teaches the family strategies to use at home. Goals fit the child’s own way of communicating, whether that is words, gestures, pictures, or a device.
As soon as you have a concern. Therapy can begin in the toddler years, and many children benefit from starting early, but older children and teens also make progress. You do not need to wait for a diagnosis. A free screening or an assessment can show where your child is now and what support would help.
Yes. Many children who do not use spoken words still communicate through gestures, sounds, pictures, or devices, and therapy builds on that. An SLP can introduce AAC, such as picture systems or a speech-generating device, while continuing to encourage speech. Parents learn to use these tools at home so the child can use them anywhere.
Echolalia is repeating words or phrases a child has heard. It often carries meaning, such as asking for something, and it can be part of how a child learns language. We do not try to remove it. Therapists work out what the child means and gradually model flexible, original phrases.
It can for eligible families. Children and youth with a diagnosis from a qualified professional can access Ontario Autism Program supports until age 18, and funding may be used toward therapy. Rules change, so check accessoap.ca for current details. We work with the Ontario Autism Program and can talk through how it applies to you.
No. Speech therapy is based on your child’s communication needs, not a diagnosis. Many families wait months for a diagnostic assessment, and support can start in the meantime. We can complete a speech and language assessment, provide a written report, and continue therapy after a diagnosis is made.
After the assessment, your SLP recommends how often to meet and how long each session should be, based on your child’s age, attention, and goals. Progress is reviewed with you regularly, and the plan changes as your child grows. Some children need support for a few months and others for years.
Yes. We encourage parents and caregivers to take part, because strategies work best when you practise them with your child. Your therapist coaches you during the session. Some children, especially older ones, may sometimes do part of a session alone, and we will talk with you about what suits your child.
Yes. We offer virtual sessions across Ontario. Online therapy works well for many children, especially with a parent nearby to help, though some engage better in person. After the first visit, your SLP can suggest which format fits your child, and you can combine both.
Our therapists are located all across the GTA and Southern Ontario. For more information, please fill out a contact form and a speech therapist will contact you on a priority basis.