Figurative language refers to expressions where the intended meaning is not the same as the literal meaning of the words. To understand what is really being said, we need to rely on context, what was said before, and our own life experience. In other words, we need to "read between the lines". This process does not only involve language skills, but also higher-level thinking skills, which makes figurative language one of the more challenging parts of language development.

To understand figurative language, a child often needs to work out the speaker's feelings and intentions, and to use imagination and real-life experience to infer the hidden meaning.

Common types of figurative language include metaphors, similes, idioms, proverbs, humour, and irony. For example, if a student arrives in the classroom an hour late and a classmate says, "Wow, you're a great example of being on time!", this may sound like praise on the surface, but it is actually criticism. This is an example of irony.

According to Lampri and colleagues (2024), autistic individuals often need more time to develop an understanding of figurative language. Researchers have therefore looked at which underlying abilities might affect this skill. Three abilities are most often discussed:

• Theory of mind: the ability to understand other people's thoughts, feelings, and intentions
• Language skills: such as vocabulary knowledge and understanding sentence structure
• Executive functions: including attention control, working memory, and flexible thinking

After reviewing previous research, the authors found that theory of mind and language skills play the strongest role in understanding figurative language. The role of executive functions is less clear and varies across studies.

When communicating with autistic children, especially when giving clear instructions, it is usually best to use simple and direct language. Expressions with hidden or complex meanings can easily be misunderstood if a child interprets them literally. This can lead to confusion or frustration. On the other hand, when a child does not understand figurative language, it does not mean they cannot learn it. Parents can guide them by explaining the hidden meaning step by step, using real-life examples, pictures, or acting things out. With time, support, and experience, many children gradually become better at understanding "what people really mean".

Reference

Lampri, S., Peristeri, E., Marinis, T., & Andreou, M. (2024). Figurative language processing in autism spectrum disorders: A review. Autism Research, 17(4), 674–689.