The student is the best person to answer this question, as every student has their individual communication preferences. In general, direct, written communication has shown to be effective. It is common for students who have autism to identify as visual learners over auditory learners , so providing visual notes, structured outlines, checklists and timelines can be really effective for supportive communication. When meeting 1:1 with a student, writing down key takeaways from your discussion and sharing them with the student can ensure that the student walks away with clear answers to their questions and prioritized action steps. Students can also take their own notes and/or use their phone to take a picture of notes recorded during the meeting. Asking the student to summarize the discussion in a few sentences (written or verbal) can be a helpful strategy when checking for understanding. A student with autism may take additional time to process questions posed auditorily. If observed, as a general guideline, try to offer at least 10 seconds for student response before repeating the question or asking if the student requires clarification.