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In a pair of studies, high-functioning children with autism aged 8–15 performed equally well as, and as adults better than, individually matched controls at basic language tasks involving vocabulary and spelling. Both autistic groups performed worse than controls at complex language tasks such as figurative language, comprehension and inference. As people are often sized up initially from their basic language skills, these studies suggest that people speaking to autistic individuals are more likely to overestimate what their audience comprehends.[38]

[37] Joint attention seems to be necessary for functional speech, and deficits in joint attention seem to distinguish infants with ASD:[13] for example, they may look at a pointing hand instead of the pointed-at object,[27][36] and they consistently fail to point at objects in order to comment on or share an experience.[13] Children with autism may have difficulty with imaginative play and with developing symbols into language.[35][36]

Communication
About a third to a half of individuals with autism do not develop enough natural speech to meet their daily communication needs.[34] Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. In the second and third years, children with autism have less frequent and less diverse babbling, consonants, words, and word combinations; their gestures are less often integrated with words. Children with autism are less likely to make requests or share experiences, and are more likely to simply repeat others' words (echolalia)[35][36] or reverse pronouns.

There are many anecdotal reports, but few systematic studies, of aggression and violence in individuals with ASD. The limited data suggest that, in children with intellectual disability, autism is associated with aggression, destruction of property, and tantrums.[33]