Teaching prepositions to children with autism or speech delays can be challenging, especially when introduced too early. Prepositions—words that describe spatial relationships like “in,” “on,” and “under”—are crucial for understanding directions and following instructions. However, these concepts require a foundation of language skills that children with developmental delays may need time to build.
In this post, I’ll walk you through the best practices for teaching prepositions, common mistakes to avoid, and how to ensure your child or students are set up for success with these higher-level language skills.
Prepositions are words that describe the position or location of one object in relation to another, like “in,” “on,” “under,” “behind,” and “next to.”
These words help children understand spatial relationships and follow directions, which are crucial for day-to-day interactions and independence. Learning prepositions allows children to make sense of instructions like “put the book on the table” or “sit next to me.”
Children with autism or speech delays, understanding prepositions can be challenging, but it is an essential language skill that supports overall communication development, social interaction, and comprehension in both academic and social settings.
Typically developing children usually begin to understand and use basic prepositions around the age of 2 to 3. If you are using the VBMAPP assessment when teaching a child with autism, this is usually level 3 of this assessment.
By this stage, they’ve likely acquired enough language comprehension and vocabulary to grasp simple spatial concepts like “in,” “on,” and “under.” As children grow, they gradually learn more complex prepositions, often without direct instruction, through everyday interactions and play.
However, for children with autism or speech delays, this timeline can vary significantly. These children may need explicit teaching and structured practice with prepositions, as they may struggle to pick up these concepts naturally. Understanding where a child is developmentally can help parents and professionals introduce prepositions at the right time, ensuring that they’re building on a foundation that supports success rather than causing frustration. As you will read, children with autism are often taught prepositions too early which can cause confusion.
When working with children with autism or toddlers showing speech delays, teaching prepositions can be tricky. Many parents and professionals start teaching them way too early, which can cause frustration for both the child and the educator.
When my son, Lucas, was two, he started preschool without any additional support, but shortly afterward, we began private speech therapy sessions. Although Lucas had pop-out words—occasional words here and there—he wasn’t ready for structured language tasks like prepositions. He would stop engaing in the session and clearly did not understand what was expected of him.
Looking back, I can see how his speech therapist could have approached these tasks differently to support his learning better. With this insight, I’m sharing my top three mistakes to avoid when teaching prepositions to kids with autism or speech delays.
One of the most common mistakes when teaching prepositions to children with autism or speech delays is introducing these concepts before they’re ready. Prepositions are a higher-level language skill that requires foundational abilities and this is why it doesn’t show up until level 3 of the VBMAPP. If a child is introduced to prepositions too early, they may become confused or frustrated, which can hinder their progress. Instead, it’s essential to ensure that they have mastered these prerequisite skills:
Basic Vocabulary: The child should be able to label (or “tact”) common items, ideally around 50-100 words.
Requesting Skills: They should be able to ask for a variety of items they want, which helps build the ability to follow directions.
Simple Direction Following: The child should be able to follow basic instructions without complex language, setting a foundation for understanding spatial commands.
Multi-Syllable Word Use: For some prepositions, children need to comfortably use multi-syllable words to handle longer phrases, which makes it easier to add prepositions later.
Waiting until these skills are in place provides a foundation for success and allows children to approach prepositions with confidence and understanding.
Another common mistake is not following a systematic approach when teaching prepositions. Without a structured method, children can struggle to understand and retain these concepts. Based on my experience and collaboration with other professionals, I developed a protocol focusing on small, manageable sets of prepositions, starting with “in” and “on.” These don’t involve movement, making them easier for children to understand.
When I first started teaching prepositions to Lucas, I found success in a systematic approach. We broke down the skills, practiced them repeatedly, and only moved forward once he was ready. Over time, I expanded to other prepositions like “over” and “under,” but we always built upon a solid foundation.
A major mistake is assuming children will naturally generalize preposition skills without direct instruction. For children with autism, learning a skill in one setting doesn’t mean they’ll apply it elsewhere. For example, a child who understands “in” and “on” during a therapy session might not grasp them at home or in a new environment without guided practice.
Generalization takes careful planning. I recommend using consistent, real-life applications to reinforce prepositions and gradually introduce new contexts. Gathering data and providing varied, meaningful practice can help make prepositions feel more natural for your child.
Teaching prepositions is a higher-level language skill requiring patience, prerequisite abilities, and a systematic approach. By avoiding these three common mistakes, you can make learning smoother and more successful. I hope this guide helps you avoid some of the pitfalls I encountered and brings your child closer to mastering this challenging but essential skill.
For more in-depth strategies and personalized guidance, I invite you to explore our courses and community membership. Through structured learning and shared experiences, we can help every child reach their full potential. Let me know if you found this post helpful—leave a comment or drop me an email!
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