Aims. Spontaneous communication is important because it allows you to have an influence on interaction and your surroundings. Also, it makes possible to express your needs, so others do not have to guess them. By strengthening spontaneous communication, the degree of independence of a person can be improved. The aim of this thesis was to collect information of spontaneous communication in people with autism spectrum disorder (ASD) from the perspectives of nonverbal and verbal communication. In addition, the aim was to collect literature that discuss ways of supporting communication in ASD. This thesis asks (1.) in what way people with ASD use verbal and nonverbal communication in their spontaneous communication and (2.) in what way it is possible to support their verbal and nonverbal communication. Methods. This thesis was carried out as a descriptive literature review where sources that discussed ASD and especially communication in people with ASD were gathered from different databases. The databases used were Google Scholar, ProQuest, Scopus and Helka. Sources were searched, among others, by combining keywords autism spectrum disorder, spontaneous communication and nonverbal communication. Besides that, sources were searched for in reference markings of master’s theses and doctoral theses that discussed ASD. From these sources, information was gathered about people with ASD and their unconventional communication and spontaneous communication, about problems within their communication and ways of supporting it. The thesis used literature, among others, from Simon Baron-Cohen, Uta Frith, Hsu-Min Chiang and Mark Carter. Results and conclusions. Based on the literature, it appeared that people in ASD used less spontaneous communication compared to typically developing individuals and they often depended on prompts and clues to communicate. Additionally, it was noticed that people with ASD had difficulties in interpreting and producing nonverbal messages. Spontaneous communication could be supported with different kinds of interventions such as DTT (discrete-trial training) or milieu therapy. (e.g. Goldstein 2002.) Furthermore, the use of AACs (Alternative and Augmentative Communication) could supplement existing speech or to serve as the primary method of expressive communication of a person with ASD. (e.g. Duffy & Healy 2011.) Examples of AACs were picture and object communication, signs and device communication. (e.g. Oesch 2001.)