How the many aspects of Autism affect language development for children

How the many aspects of Autism affect language development for children

Julianna Dean

SERP 434

Professor Kreimeyer

December 2016

Abstract
How the many aspects of Autism affect language development for children
2
Language development for children with Autism is a complex topic that requires a full

understanding of all the many facets that go into the unique developmental process. At the basic

level, language development begins differently and some major milestones can be missed or

altered which then affects the rest of their communication. It also affects a students

communication in social interactions and then in turn, affects how interventions are

implemented. Every child has varied language development, especially, if they have Autism, and

will take various forms of intervention to support the communication process.

Introduction
How the many aspects of Autism affect language development for children
3
Imagine not being able to verbally communicate your wants and needs to peers, teachers,

and loved ones. Delayed language development is a common characteristic of a child with

Autism, but it should not define them. Children who are diagnosed with Autism may face various

types of challenges with their communication that affect all areas of their life, academic and non-

academic, and those challenges vary from student to student. It starts with understanding the

differences between them and their typically developing peers and the different ways in which

they communicate. This in turn affects they way they behave in social settings. Comprehending

all of these aspects can greatly improve the type of intervention that is provided to enrich the life

of a student with Autism.

Language and Defining Autism

In some students, language can be the most challenging aspect of their diagnosis of

Autism. Autism, which can be generalized as a neurological disorder that affects ones abilities to

communicate, form relationships, as well as repetitive behaviors, has key characteristics that

affect language development (What Is Autism?, 2016). As Autism is a spectrum disorder,

language development can also occur in this fashion, making every case so different. Language

development begins at an early age for all children, and for children with Autism, it can be

challenging gaining joint attention actions, like physical cues to signal wants and needs. Another

shortcoming of children with Autism may be the complete lack of language development,

especially spoken communication. If there is no compensation for other modes of

communication, like sign language, use of an augmentative device, etc., there is also a threat to

the overall effectiveness of their social communication (Bogdashina, 2005). There can be a lack

of understanding that language is a tool for communication and this concept ties into many other

aspects of language development. As language development advances, the use of idiosyncratic

How the many aspects of Autism affect language development for children
4
language, such as echolalia, literal use of language, neologisms, etc., which can be challenging

for children with Autism to understand. Children with Autism often have inadequate emotional

reaction to verbal and non-verbal approaches by others. Research has shown, however, that it is

often not the lack of communicative intent (the desire to communicate) but rather a limited

ability to use verbal or non-verbal communication for different purposes, and often the use of

unconventional means of communication (their own means of communication and their language

we do not share) (Bogdashina, 2005).

Language and the Various Forms of Communication

Language is much more than the textbook characteristics that define it. It serves many

broad purposes that are individualized to fit specific needs. For children with Autism, forms of

communication can take a spectrum of identities and can change depending on what they are

trying to express. The forms of communication can be broken down into the following

categories: behavioral (often idiosyncratic, unconventional; for example, aggression, self-injury,

tantrums, withdrawal), gestural (contact gestures, when a child manipulates an adults hand;

pointing; showing; mimes etc.), vocal (sounds to express pleasure or distress), verbal (echolalia,

spontaneous speech), sign language, using objects, using pictures, using written language, and or

a combination of the above (Bogdashina, 2005). MacDonald (2004) brings up the important

point that non-verbal language, which usually occurs first compared to verbal language, need to

be assessed prior to intervention of verbal communication. MacDonald (2004) provides the

supporting arguments that there is more than one way to communicate and effetely

understanding the different ways can only aide when developing intervention.

Language and Social Interactions

How the many aspects of Autism affect language development for children
5
Children with Autism sometimes struggle with the social aspects on the interrelationship

between language development and social interactions. Things that can be challenging are, but

are not limited to, understanding social cues, eye contact, verbal communication, appropriate

physical boundaries, etc.. The earliest way for children who have a challenging time with social

interactions is at home, with their families: The committee recommends that families

participation should be supported in education through consistent presentation of information by

local school systems, through ongoing consultation and individualized problem solving, and

through the opportunity to learn techniques for teaching their children new skills and reducing

behavioral problems (Charman, Stone, 2006). Chairman and Stone (2006) also bring up the

important idea of quality peer play intervention, which is where students learn from their

typically developing peers. This provides a natural environment for students to learn, as well as

practice communication cues that are taught. Chairman and Stone (2006) provide the importance

of social communication for all children, especially those with Autism, and how educators can

have a better understanding of why those shortcomings occur.

Language and intervention and teaching strategies

There are many ways to successfully intervene and support a child who is Autistic and

struggling with language development and understanding their unique way of communicating is

the first step in this process. All interventions should be research based and individualized to fit

the communication needs of a student with Autism. Intervention should also be multifaceted to

include the expectations, while modeling a new concept. Characteristics of didactic teaching are

well known in the autism treatment world and represent applications of the laboratory studies of

operant learning (Charman, Stone, 2006). When teaching and intervention occur at a

communication level, one must understand the meaning for their communication and possible
How the many aspects of Autism affect language development for children
6
behavior associated with it, Most of these studies have used a behavioral method ranging from

discrete-trial to naturalistic. Studies have reported good outcomes for teaching specific language

content, such as single-word vocabulary, describing objects and pictures, responding to

questions, and increasing speech intelligibility (National Academy Press, 2001). When

implementing a new language strategy, it is important to understand that behavior is a form of

communication and the use of behavioral intervention can aide in the overall success of language

intervention. A specific form of language intervention could be the use of an augmented

communication device, like Tobii Dynavox. This communication system allows for a child to

choose their wants and needs from a picture menu and then the device verbally communicates it

out (Tobii Dynavox, 2016). One of the most important things to take into consideration would be

patience and to know that all children learn differently. Language and communication techniques

will adhere to children with Autism differently, and different techniques and interventions will

support some more than others.

Conclusion

As educators and supporters of students with Autism, it is only fair for us to be

completely informed on the communication challenges that may stem from difficult in their

language development. It is not enough just to understand Autism on a neurobiological basis or

knowing society anxieties: all aspects need to be understood before creating a well-executed

intervention plan. An intervention plan for language development should be multifaceted and

catered to the specific needs of a particular student. It should include the current and desired

abilities in communication, the forms of communication being used, how socializing occurs, and

the level of intervention that can occur. Parents and a students out of school support team need

to be included in as much of language development is expanded upon in a childs natural

How the many aspects of Autism affect language development for children
7
environment. Language development for a child with Autism is a lengthily endeavor and many

need changes throughout the intervention process to achieve their individual language

development.

Sources:

Bogdashina, O. (2005). Communication Issues in Autism and Asperger Syndrome : Do We

Speak the Same Language?. London: Jessica Kingslsey Publishers.

How the many aspects of Autism affect language development for children
8
Charman, T., & Stone, W. L. (2006). Social and communication development in autism

spectrum disorders: Early identification, diagnosis, and intervention. New York:

Guilford Press.

Educating children with autism. (2001). Washington, DC: National Academy Press.

MacDonald, J. D. (2004). Communicating partners: 30 years of building responsive

relationships with late-talking children including autism, Asperger's syndrome

(ASD), Down syndrome, and typical development developmental guides for

professionals and parents. Philadelphia: Jessica Kingsley.

Schneider, W., Schumann-Hengsteler, R., & Sodian, B. (2005). Young children's cognitive

development: Interrelationships among executive functioning, working memory,

verbal ability, and theory of mind. Mahwah, N.J: L. Erlbaum Associates.

Tobii Dynavox - Augmentative and Alternative Communication. (n.d.). Retrieved December 12,

2016, from http://www.tobiidynavox.com/

What Is Autism? (n.d.). Retrieved December 11, 2016, from https://www.autismspeaks.org/what-

autism