{"id":4485,"date":"2019-08-22T08:41:00","date_gmt":"2019-08-22T16:41:00","guid":{"rendered":"https:\/\/babysparks.com\/?p=4485"},"modified":"2020-12-04T11:10:24","modified_gmt":"2020-12-04T19:10:24","slug":"autism-language-development","status":"publish","type":"post","link":"https:\/\/babysparks.com\/2019\/08\/22\/autism-language-development\/","title":{"rendered":"Autism & Language Development"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]\"Autism<\/p>\n

Challenges with language are a main characteristic of autism spectrum disorder (ASD), and can interfere with a child\u2019s ability to successfully communicate and interact with others. Because all children with ASD are different, the type and intensity of communication difficulties varies from child to child. Some children, for example, have extremely limited language skills, while others have extensive vocabulary and the ability to talk in detail about certain subjects.<\/p>\n\n\n\n
Highlights:\u00a0<\/i><\/b><\/p>\n
    \n
  • Challenges with language development are a main characteristic of children with autism spectrum disorder (ASD).\u00a0<\/span><\/li>\n
  • Common ASD-related language difficulties include repetitive or rigid communication, narrow interests, uneven language development, struggles with back-and-forth communication, and poor non-verbal skills.\u00a0<\/span><\/li>\n
  • Language interventions for children with ASD involve Functional Communication Training (FCT) and working with a speech-language pathologist.<\/span>\n
      \n
    • FCT aims to help children with ASD learn how to minimize behavioral issues that stem from frustration over not being able to communicate effectively.\u00a0<\/span><\/li>\n
    • Speech-language therapy is most effective when it (1) starts early, (2) it involves the child\u2019s interests, and (3) the parents are heavily involved so treatment continues at home.\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n
    • Parents can help a child with ASD by engaging with them frequently, giving them time to formulate thoughts and words, using visual tools to support communication, and tracking language milestones (the BabySparks program is a great tool for this).\u00a0\u00a0<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      What are common ASD-related language challenges?<\/h2>\n

      Repetitive or Rigid Communication<\/strong><\/p>\n

      In conversation, children with ASD may repeat words they know or have heard, even when these words are not relevant to the topic.<\/p>\n

      They may also mimic language (rather than use it correctly) to get their needs met. For example, they may say: \u201cAre you hungry?\u201d rather than \u201cI\u2019m hungry,\u201d because they\u2019ve connected a parent saying \u201care you hungry\u201d to being fed.<\/p>\n

      Echolalia, or repeating words or phrases, is also common. Immediate echolalia occurs when a child repeats something immediately after hearing it. For example, if a caregiver asks the child: \u201cDo you want this toy?\u201d the child responds with, \u201cDo you want this toy?\u201d Delayed echolalia, on the other hand, is repeating something they heard in the past. For example, a child may repeat a catchy phrase from a TV commercial in conversation or simply out of the blue.<\/p>\n

      Children with ASD may also blurt out irrelevant words in conversation. They may be single words, phrases, or something like counting to five.<\/p>\n

      Narrow Interests and Exceptional Abilities<\/strong><\/p>\n

      Some children with autism have an extreme interest in a certain subject, and can recite a monologue about it. It\u2019s difficult for them, though, to have a back-and-forth conversation about the topic. An estimated 10% of children with ASD display \u201csavant\u201d skills, such as an exceptional ability to memorize information or do calculations.<\/p>\n

      Uneven Language Development<\/strong><\/p>\n

      Many children with ASD develop language skills, but often to varying degrees and at an uneven pace. For example, a child may learn to read within a normal age range, but struggle to comprehend the information. Or they may develop a rich vocabulary in a certain topic, but lack vocabulary in others. Some have a strong memory for what they hear or see.<\/p>\n

      Difficulty in Back-and-Forth Conversation<\/strong><\/p>\n

      It\u2019s common for children with ASD to have a hard time engaging in or carrying on a conversation. They may not respond to their own name, or to comments or questions in a conversation.<\/p>\n

      Poor Nonverbal Skills<\/strong><\/p>\n

      Children with ASD often have a hard time (or lack the ability altogether) understanding nonverbal cues from others such as facial expressions, gestures, or body language. They may also struggle to use nonverbal cues themselves. In fact, issues with sensory processing may interfere with their ability to express interest with their eyes. They may signal that they\u2019re interested in something by squealing or simply turning their head, for example.<\/p>\n

      What are common language interventions for children with ASD?<\/h2>\n

      Functional Communication Training<\/strong><\/p>\n

      Functional Communication Training (FCT) must be performed by a trained professional, such as a speech-language pathologist or a psychologist. FCT aims to help children with ASD learn how to minimize behavioral issues arising from frustration over not being able to effectively communicate. It involves teaching children to use signs or images to express their feelings, thoughts, and needs.<\/p>\n

      The success of FCT depends on a child\u2019s cognitive level; it may come more easily to some than others. For more high-functioning children with ASD, FCT can help them reach communication levels that are on par with their typically-developing peers.<\/p>\n

      Speech-Language Pathology<\/strong><\/p>\n

      A speech-language pathologist (SLP) who is trained to work with ASD can use various interventions, over time, to help children improve communication skills. Speech-language therapy is most likely to be effective if: 1) It starts early (before age 3); 2) Therapy activities involve the child\u2019s interests; and 3) The parents are heavily involved in the treatment plan so that therapy continues at home.<\/p>\n

      Tips for Parents and Caregivers<\/h2>\n

      If you have or care for a child with ASD, it\u2019s important to:<\/p>\n

        \n
      • Understand and track language milestones (our BabySparks development program is a great tool for this).<\/li>\n
      • Engage your child frequently to practice communication skills: Read, tell stories, and initiate conversation (if your child isn\u2019t using words, use sounds, images, gestures, facial expressions, and other nonverbal language).<\/li>\n
      • Before engaging with your child, be sure you have his attention. Physically move to his level and into his line of vision. Use a word or phrase that indicates that it\u2019s important for him to listen to you, like, \u201cListen, please.\u201d<\/li>\n
      • When you ask your child a question, give him time to formulate his thoughts and respond.<\/li>\n
      • If your child starts talking about something without providing context, ask clarifying questions.<\/li>\n
      • Use visual tools, such as schedules.<\/li>\n
      • Be very specific in your statements: This is a picture of a plant (rather than this is a plant).<\/li>\n
      • Be aware of using idioms your child might not understand, and translate them into concrete language.<\/li>\n<\/ul>\n

        Above all, be sure to follow your child\u2019s language therapist\u2019s lead! Ask for clear guidance about how to encourage language practice and support therapy goals at home.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

        [vc_row][vc_column][vc_column_text] Challenges with language are a main characteristic of autism spectrum disorder (ASD), and can interfere with a child\u2019s ability to successfully communicate and interact with others. Because all children<\/p>\n","protected":false},"author":3,"featured_media":4484,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[2,25],"tags":[8,29,33,1687,3563,3599,3639],"age":[68,69,70,71,2858,2859,2860,2861],"class_list":["post-4485","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-speech","category-parenting","tag-language-skills","tag-language","tag-speech","tag-toddler","tag-language-disorder","tag-child-2","tag-autism","age-13-15-months","age-16-18-months","age-19-21-months","age-22-24-months","age-25-27-months","age-28-30-months","age-31-33-months","age-34-36-months"],"translation":{"provider":"WPGlobus","version":"2.12.2","language":"en","enabled_languages":["en","es"],"languages":{"en":{"title":true,"content":true,"excerpt":false},"es":{"title":true,"content":true,"excerpt":false}}},"acf":[],"yoast_head":"\nAutism & Language Development - 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