5.1 Explain how behaviour should be viewed as a form of communication

This guide will help you answer 5.1 Explain how behaviour should be viewed as a form of communication.

People who have autism often express themselves differently from those without the condition. One way this shows is through behaviour. Behaviour can be seen as a form of communication, especially for those who might struggle with spoken language or social rules.

Some people with autism use speech to communicate, while others may not. For many, actions, facial expressions, tone of voice, and repetitive movements are powerful means of expressing wants, needs, or feelings. Recognising behaviour as communication shifts focus away from seeing actions as “difficult” or “problematic” and instead seeks the message that person is sharing.

What is Autism?

Autism is a developmental condition that affects how a person interacts, communicates, and experiences the world. Every individual is different, and autism is sometimes described as a spectrum. People can have a range of strengths, communication styles, and sensory differences.

Key points:

• Differences in social interaction
• Challenges with verbal and non-verbal communication
• Repetitive patterns of behaviour
• Differences in sensory processing

Not all people with autism are non-verbal. Some communicate very clearly with words, while others rely more on actions, behaviour, sounds, or objects.

Why Behaviour is Communication

Behaviour always has meaning. It is not random, even if it sometimes appears that way. For someone with autism, behaviour may be the most direct or reliable way to signal:

• Physical needs
• Emotional states
• Preferences
• Discomfort or distress
• Excitement or happiness
• A desire to avoid or escape a situation

If a person cannot easily use speech, or is simply overwhelmed, they might rely on actions to “speak” for them. Behaviours might seem unusual, repetitive, or unexpected, but they are often meaningful.

Forms of Behaviour as Communication

People with autism may use a wide range of behaviours to send messages. Some examples include:

• Hand-flapping or rocking to express excitement or help self-soothe
• Covering ears or withdrawing from loud or bright areas to show sensory overload
• Repeating words, phrases, or sounds (echolalia) as a way to process or request something
• Avoiding eye contact to protect themselves from feeling overloaded
• Aggressive actions, such as hitting or biting, to express pain, fear, or frustration
• Self-injurious behaviour, which may signal overwhelming distress, anxiety, or discomfort
• Tantrums or “meltdowns” when communication fails and emotion becomes too strong

Each action has purpose and meaning, even if it is not immediately clear to those around them.

Interpreting Behaviour

It can be easy to judge behaviour, especially if it disrupts routines or appears challenging. Words like “naughty”, “difficult”, or “attention-seeking” are often used unfairly. Instead, thinking of each behaviour as a message helps support the person more effectively.

Ask yourself:

• What is the person trying to tell me?
• What triggered this behaviour?
• What happened just before and after?
• Is the person hungry, thirsty, or tired?
• Are they in pain or uncomfortable?
• Is the environment too noisy or bright for them?
• Are they anxious, stressed, or afraid?
• Do they need a break or a change in activity?

Understanding what causes a behaviour, and what message it might carry, leads to greater empathy and a more supportive approach.

The Impact of Sensory Differences

Many people with autism experience the world in a heightened way. Sights, sounds, smells, touch, and taste might feel much stronger or weaker. These sensory differences shape behaviour.

For example:

• A child who covers their ears in a busy supermarket is trying to block out overwhelming noise
• A young person who refuses to wear certain clothes might be avoiding painful sensations from seams or tags
• Repetitive hand movements might help block unwanted sights or calm nerves

What seems odd to one person can be very logical, purposeful communication for another.

The Role of Communication Needs

Communication is about sharing ideas and feelings. For people with autism, communication challenges can lead to frustration and anxiety, as their wants are not always understood.

Some people cannot speak, while others may have language but struggle to use it in social situations. Non-verbal communication—such as facial expression, body posture, tone of voice—can also be hard to interpret for some.

If a person does not have access to their preferred way of communicating, they are more likely to use behaviour to send a message. This might include:

• Leading someone by the hand to an object (requesting help)
• Dropping to the floor (refusing a task or showing distress)
• Throwing objects (gaining attention, avoiding an activity, or expressing anger)

Understanding what the person wants, and giving them a means to communicate, helps reduce frustration.

Positive Approaches To Supporting Communication

Seeing all behaviour as communication helps health and social care workers respond in positive, constructive ways.

Ways to support include:

• Observe the behaviour carefully: What happened before and after?
• Get to know the person: What does each behaviour mean for them as an individual?
• Keep a communication diary: Record important patterns or triggers
• Offer other communication tools, like picture boards, signing, or electronic devices
• Give choices and listen to preferences
• Involve families and carers: They often know best what certain behaviours mean
• Stay calm and patient, especially during times of distress
• Use clear, simple language and visual cues

Reducing the need for expressive behaviour can often be as simple as improving other systems of communication.

Challenging Behaviour: What’s Behind It?

The term ‘challenging behaviour’ refers to persistent actions that are seen as difficult or disruptive. Examples include aggression, self-injury, or property damage. These are not random or pointless. For people with autism, such behaviours might be the only way to:

• Escape an overwhelming sensory environment
• Communicate pain or illness
• Avoid demands they cannot cope with
• Get attention or comfort
• Express boredom or frustration

Punishing behaviour without understanding the cause rarely leads to improvement. Instead, looking at the meaning behind the action is more helpful.

The Importance of Person-Centred Approaches

Every person with autism is unique. What one person finds comforting, another may find distressing. Respecting individuality is key.

A person-centred way means:

• Valuing the person’s own experience
• Listening carefully—to behaviour as well as words
• Adapting support to fit communication needs
• Trying different approaches and learning from what works
• Working closely with family, friends, and other staff

Building trust by responding thoughtfully creates safety and encourages development of more effective communication.

Working With Families and Carers

Families often have deep experience in understanding their loved one’s ways of communicating. They can offer insight into:

• What each behaviour usually means
• Triggers and warning signs
• Strategies that help calm or reassure
• Routines and preferences

Their input shapes better care, helping workers pick up on subtle signs or changes in behaviour.

Adapting the Environment

Sometimes, small changes to the environment can prevent distress and support positive behaviour. Think about:

• Reducing noise and bright lighting
• Providing quiet, safe spaces
• Using visual timetables or cues
• Keeping routines predictable and clear
• Allowing extra time for transitions

Such changes can relieve pressure and give the person new ways to communicate.

Supporting Emotional Expression

People with autism may find it hard to label or talk about feelings. Outbursts can sometimes be ‘emotional overload’ when feelings pile up.

Supporting emotional health might include:

• Using emotion cards or charts to label feelings
• Practising calming techniques like breathing or squeezing a stress ball
• Creating safe routines to check in about feelings
• Noticing early signs of anxiety or distress and responding gently
• Teaching alternative ways to express emotions

The goal is to give people tools to express themselves before behaviour escalates.

Using Alternative Communication Systems

If spoken language is hard, people with autism may benefit from alternative communication systems. Examples include:

• Makaton or British Sign Language
• Picture exchange systems (PECS)
• Communication apps on tablets or phones
• Gesture and body language
• Written words or symbols

Teaching and supporting these systems can lower frustration, make wants and needs clearer, and help reduce behavioural issues used as communication tools.

Staff Training

Staff who support people with autism should have up-to-date training in communication strategies. Training should include:

• The range of communication needs
• How to spot and interpret non-verbal or behavioural messages
• Responding sensitively
• Using alternative communication methods
• De-escalation and calming techniques
• Working with families
• Keeping accurate records of behaviour and what it may mean

Proper knowledge builds skill, confidence, and empathy.

Case Study Example

Consider a teenager with autism who refuses to eat at school and throws their lunch on the floor. Staff might see this as ‘challenging behaviour’, but it could be a message about a sensory issue—perhaps the lunchroom is too noisy, or certain foods have an unpleasant texture.

In another case, a non-verbal adult starts to scratch their arms and shout during trips to the GP. This could signal pain or fear. Careful observation and consultation with the family might reveal a sensitivity to certain lights or smells in the waiting room.

In both examples, seeing behaviour as communication leads to better support and practical solutions.

Legal and Ethical Considerations

The Mental Capacity Act 2005, Human Rights Act 1998, the Equality Act 2010, and other rules require health and social care staff to protect the rights, dignity, and autonomy of people with autism.

This includes:

• Involving people in choices whenever possible
• Respecting their communication preferences
• Making reasonable adjustments
• Keeping records that show understanding of behaviour as communication
• Advocating for the person’s best interests

Ethical care means listening, observing, and including each person’s voice—whether spoken or shown through behaviour.

Final Thoughts

Looking at behaviour as a form of communication is a respectful and effective way to support people with autism. Instead of seeing actions as “wrong” or “bad,” treating them as messages opens up new ways to respond. It helps you meet real needs and reduces distress.

Your aim should be to listen—not only to words but to every action, gesture, and signal. This approach improves quality of life, builds trust, and creates space for people with autism to thrive. By working in this way, you become a better supporter and help those you care for feel understood and valued.