Communication is at the heart of autism research — from how toddlers respond to “baby talk” to what non-speaking people say they need from science. This page explains what NIH institutes report and where the research is heading.
Based on NIDCD · NIMH · All sources · Checked November 3, 2026
4 groupsof toddlers by brain and looking responses to infant-directed speechNIMH · August 10, 2022
Participatoryresearch with non-speaking people was the first theme of NIDCD’s 2023 workshopNIDCD · 2023 workshop summary
Orientation: what NIDCD describes
NIDCD’s page on communication in autism (last updated April 13, 2020) describes patterns families may recognise: repetitive or rigid language, including echolalia; uneven language development, with strong vocabulary in areas of interest; narrow interests alongside exceptional abilities — approximately 10 percent of children with autism show “savant” skills; and difficulty with gestures and eye contact. NIDCD-funded projects listed on the page include testing for speech and language delays in the first year of life, how parents affect language-therapy results, picture-symbol boards and smartphone apps, and software to help people with autism who struggle with speech communicate complex thoughts.
January 24–25, 2023 (summary updated April 7, 2023) · NIDCD virtual workshop · Research agenda, not a study
What research on minimally verbal and non-speaking autistic people should do next
What they studied: NIDCD convened researchers, clinicians, educators, parents and autistic people — both speaking and minimally verbal/non-speaking — to set research directions for interventions that promote language and communication. More than 200 people followed the live videocast.
What they found: Themes included: participatory research that engages non-speaking people at every stage; improved augmentative and alternative communication (AAC) technologies, including age- and gender-appropriate speech generation; characterising subgroups within this population; research designs that can personalise interventions, including approaches for people unable to use AAC devices; increasing independent AAC use and literacy; and outcome measures that incorporate input from minimally verbal people and their families.
Why it matters / limits: A workshop sets priorities; it does not produce findings. NIDCD says it will “consider next steps” with other NIH institutes. For families, the summary is a useful picture of where federal funders see gaps.
Read the original source August 10, 2022 · NIMH research highlight · Nature Human Behaviour · Brain imaging and eye-tracking study
Toddlers vary in how they respond to “baby talk” — and that variation tracks social, language and cognitive skills
What they studied: NIMH-supported researchers at UC San Diego studied 71 toddlers (40 with an autism diagnosis, 31 without). They measured brain activity with functional MRI during sleep in response to three levels of emotionally expressive speech, and used an eye-tracking task in which toddlers chose between a video of a person using infant-directed speech and a video of technological sounds and images.
What they found: A statistical approach grouped the children into four clusters. Group 1 (mostly without autism) showed high brain responses to expressive speech, looked much more at the “baby talk” video, and had the highest social, language and cognitive scores. Group 4 (mostly with autism) showed low brain responses, looked much less at that video, and had lower scores. Groups 2 and 3 fell in between.
Why it matters / limits: The researchers propose that reduced response to expressive speech could disrupt the caregiver–infant loop that supports learning — a hypothesis, not a proven mechanism. The sample was small and from one site, and the groups cut across diagnosis. Nothing here changes how a family should talk to their child.
Research explained here is educational. A single study — however large or well designed — does not change clinical care on its own; findings need to be repeated by other teams before they shape guidelines. Surveillance figures describe the communities that were monitored, not a national count, and they do not show causes. Laboratory models are not tests or treatments. Funding announcements describe what will be studied, not what has been found. If something here raises a question about your child or yourself, take it to your health care provider or care team.
Speech-language therapy and AAC are services you can ask about now; NIDCD notes that research has shown children with autism can learn to use AAC such as pictures, signs and speech-generating devices. Talk with your child’s speech-language pathologist about options. Interventions and services.
This website provides general educational information. It does not diagnose autism or replace individualized medical, developmental, psychological, or educational advice. Screening is not diagnosis.
External listings do not imply affiliation, endorsement, or guaranteed services. Eligibility, availability, costs, and insurance coverage may change. Research summaries reflect evidence available at the time of review.
