A challenge that often goes unnoticed but can have a profound impact on many girls with Autism—difficulty with abstract thinking and understanding non-literal language, like idioms, metaphors, and even sarcasm. In a world where language is filled with expressions that don’t mean exactly what they say, this can create confusion and frustration for girls who process language more literally.
Imagine a bumper sticker that says, “Honk if you love dogs.” Most people understand that this is just a fun way to express enthusiasm for dogs, not a literal invitation to honk your horn. But for a girl with Autism, this statement can be confusing—she may wonder why anyone would associate honking a car horn with loving dogs. This moment of uncertainty is a small glimpse into the everyday struggles girls with Autism face when dealing with figurative language.
Keep reading to explore how abstract thinking and non-literal language affect these girls in the classroom, their social interactions, and their emotional well-being. We’ll also look at practical strategies for how we can support them in making sense of a world that doesn’t always communicate in straightforward ways.
Why Abstract Thinking and Non-Literal Language Pose Challenges
Abstract thinking involves understanding ideas that aren’t directly tied to physical objects or experiences. For instance, grasping concepts like freedom or justice requires abstract thinking. In the classroom, subjects like literature, history, and even algebra often require this kind of thinking, which can be particularly challenging for girls with Autism.
Non-literal language adds another layer of complexity. Idioms, metaphors, and sarcasm are often used in teaching, social conversations, and everyday life. Phrases like “It’s raining cats and dogs” or “You’re pulling my leg” don’t mean what they say, and decoding their intended meaning can be difficult for girls with Autism who tend to process language literally.
For these girls, the brain often interprets information in a concrete way. They focus on what is explicitly said rather than what is implied. This makes abstract thinking and non-literal language challenging because it demands a leap in interpretation that doesn’t come naturally.
How This Challenge Manifests in the Classroom
The difficulties girls with Autism face in abstract thinking and understanding non-literal language are most apparent in academic settings. Let’s look at some common classroom scenarios where these challenges show up:
- Literature and English Lessons: In English class, teachers often discuss symbolism, metaphors, and figurative language. When reading a poem that says, “The clouds wept,” most students understand that this means it’s raining and conveys a feeling of sadness. But a girl with Autism might pause, puzzled, wondering how clouds can “weep.” For her, understanding that a cloud could be a metaphor for sadness isn’t immediately clear.
- Understanding Idioms: Let’s revisit the “Honk if you love dogs” example. A teacher might use this in a lesson to explain idioms or humor, expecting students to get the joke. While some may laugh, a girl with Autism might sit quietly, unsure why honking relates to affection for dogs. The literal meaning—honking your horn—doesn’t match what the teacher is implying, which creates confusion and frustration.
- Math and Abstract Concepts: Even subjects like math can require abstract thinking, particularly when dealing with variables or symbols. When students encounter an algebra problem like solving for “x,” a girl with Autism might struggle to understand why we’re suddenly using letters to represent numbers. The leap from concrete counting to abstract representation can be difficult.
- History and Social Studies: In history, teachers may discuss concepts like democracy or justice, requiring students to think about society and politics in an abstract way. For girls with Autism, these broad ideas can feel intangible and hard to grasp. They might have difficulty seeing how a historical event, like a revolution, represents broader themes like freedom or oppression.
Social Challenges and Non-Literal Language
The difficulty with non-literal language extends beyond academics and into social interactions. Consider how often sarcasm, idioms, or subtle humor is used in conversation—especially among pre-teens and teens.
Sarcasm is a major hurdle. For instance, a classmate might say, “Oh, great, another homework assignment,” but in a sarcastic tone, indicating they’re unhappy about it. A girl with Autism may not pick up on the sarcastic tone and assume her classmate is genuinely excited about the assignment. This disconnect can lead to misunderstandings and make social interactions feel confusing or overwhelming.
Idioms are another frequent challenge. When a friend says, “You’re on thin ice,” meaning they’re close to getting into trouble, a girl with Autism might struggle to understand why anyone would mention ice if they’re standing in the middle of a classroom. These expressions, so common in everyday language, become stumbling blocks for clear communication.
Emotional Impact of Language Confusion
For girls with Autism, these moments of misunderstanding can lead to feelings of isolation or frustration. They may find themselves frequently asking, “What does that mean?” or simply choosing to remain silent rather than risk misunderstanding. Over time, this can erode their confidence in social settings and contribute to feelings of social anxiety or even exclusion.
Imagine constantly being surrounded by conversations where the meaning isn’t clear—where sarcasm feels like dishonesty, idioms feel nonsensical, and abstract concepts leave you confused. It’s no wonder that some girls with Autism begin to withdraw from social situations or feel out of place in group discussions.
These challenges don’t reflect a lack of intelligence or effort. Many girls with Autism are incredibly bright and focused, especially when they’re dealing with topics they’re passionate about. But the abstract, nuanced nature of social communication often requires interpretation skills that don’t come naturally to them.
Strategies to Support Girls with Autism
So, how can we support girls with Autism in understanding abstract concepts and non-literal language in the classroom and beyond?
- Provide Direct Explanations: When using non-literal language, it’s helpful to offer clear, concrete explanations. For example, if a teacher uses the idiom “Honk if you love dogs,” they can follow up by saying, “This phrase means, ‘Show your enthusiasm,’ but it’s not meant to be taken literally.”
- Visual Aids and Examples: When teaching abstract concepts, using visuals can help bridge the gap. A chart or diagram can make complex ideas like metaphors or abstract math concepts more tangible. For example, when explaining the metaphor “the clouds wept,” a teacher might show a visual of rain falling, linking the image of rain to sadness.
- Teach Idioms Explicitly: One effective strategy is to create a list of common idioms and their meanings, which can be referred to whenever needed. You might go over phrases like “the ball is in your court” or “under the weather” and explain what they mean in concrete terms. Over time, this helps girls with Autism become more familiar with non-literal language.
- Encourage Questions and Clarifications: Girls with Autism may hesitate to ask for clarification because they don’t want to appear confused. Teachers and parents can create an environment where it’s okay to ask questions by regularly checking in with them. Asking, “Does that make sense?” or “Can you explain that in your own words?” can help ensure understanding without making them feel singled out.
- Role Play Social Scenarios: To help with understanding sarcasm and idioms, parents or teachers can engage in role-playing exercises. For example, they can practice recognizing sarcasm by focusing on tone of voice or facial expressions. This helps girls with Autism identify social cues that might otherwise go unnoticed.
- Offer Concrete Steps for Abstract Thinking: When teaching subjects that require abstract thinking, start with the concrete. For example, in a history lesson about justice, begin by discussing a specific court case before transitioning to the broader concept of justice. By grounding abstract ideas in real-world examples, teachers can make these concepts easier to grasp.
Creating a Supportive Environment
Girls with Autism face unique challenges in navigating the abstract thinking and non-literal language that permeate both academic and social environments. However, with understanding, patience, and the right strategies, we can help these girls build confidence and overcome these hurdles.
As educators, parents, and friends, it’s important to recognize when a girl with Autism might be struggling with figurative language or abstract concepts. By offering clear explanations, visual supports, and creating an open environment for questions, we can make learning and communication less frustrating and more accessible. If you need help with this, reach out to Elizabeth.
Remember, when we slow down and consider the words we use, we create a world where girls with Autism feel more connected, confident, and capable of thriving—whether in the classroom, with friends, or in their own pursuits.