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In this episode of The Mother-Son Podcast with Kim & Jake, we dive into literal thinking—how neurodiverse kids interpret language, humor, and social cues in uniquely precise ways.
Kim and Jake share real-life stories from home and school, from classroom misunderstandings to everyday “wait, you meant that literally?” moments. Together, they explore how the autistic brain processes language differently, why phrases like “give me a minute” or “keep your eye on the ball” can create confusion, and how teachers, parents, and friends can learn to communicate more clearly and compassionately.
You’ll also hear about the science behind literal thinking, how both hemispheres of the brain contribute to language processing, and what research says about figurative language comprehension in autism. Plus, Kim and Jake introduce creative strategies that help build flexible thinking and reduce frustration at home and in the classroom.
💬 In This Episode
- What it means to be a literal thinker and how it affects communication.
- Real-life examples of school misunderstandings—when following directions exactly causes confusion.
- How teachers can give clearer instructions for neurodiverse learners.
- Why sarcasm, metaphors, and idioms can be tricky—and how to explain them.
- Practical ways to help kids build flexibility, including creative classroom strategies.
- How to create a supportive environment that values direct, honest communication.
- Why literal thinking isn’t a flaw—it’s a different and often brilliant way of processing the world.
❤️ Connect With Us
Follow us on Instagram: @themothersonpodcast
Visit our website: www.themothersonpodcast.com
Share your stories or questions—we’d love to feature listener experiences in future episodes!
If this episode helped you see communication a little differently, please leave a 5-star review wherever you listen. It helps more parents and educators discover our show.
📚 References & Resources
American Psychological Association (2023). Language Processing Differences in Autism Spectrum Disorders.
Autism Speaks (n.d.). Literal Thinking and School Communication.
Baron-Cohen, S. (2020). The Pattern Seekers: How Autism Drives Human Invention. Basic Books.
Gernsbacher, M. A., & Pripas-Kapit, S. R. (2012). Who’s Missing the Point? A Commentary on Figurative Language in Autism. Metaphor and Symbol, 27(1), 93–105.
Happé, F. G. E. (1993). Communicative Competence and Theory of Mind in Autism. Cognition, 48(2), 101–119.
Happé, F. (1994). Understanding Story Characters’ Thoughts and Feelings. Journal of Autism and Developmental Disorders.
Kalandadze, T., Norbury, C. F., Nærland, T., & Næss, K.-A. B. (2016). Figurative Language Comprehension in Individuals with Autism Spectrum Disorder: A Meta-Analytic Review. Autism, 22(2), 99–117.
Morrison, C. (2024). Autism and Literal Thinking: Understanding the Connection. Autism Parenting Magazine.
NASP (2022). Supporting Neurodiverse Students in Classroom Communication.
Norbury, C. F. (2014). Sources of Variation in Language and Autism Spectrum Disorders. Philosophical Transactions of the Royal Society B, 369(1634).
Williams, D. M. (2014). Metaphor Comprehension in Adults with Autism Spectrum Disorder. Autism, 18(5), 529–542.
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