The Communication Spectrum of ASD

Characteristics of Autism: Communication
 

Children with ASD have difficulty both in acquiring speech and language and also in understanding and using nonverbal behaviors. Language and communication difficulties of children with ASD can range anywhere from a failure to develop functional speech to the development of functional but peculiar use of spontaneous language. Between 30-50% of children with autism never acquire functional speech; as more children receive the benefit of intensive early intervention, this number appears to be coming down. The level of communicative competence that a child displays is an important predictor of outcome for children with ASD.

Non-verbal Communication

One of the hallmarks of ASD is a deficit in joint attention skills, such as following a social partner's eye gaze or point, or orienting to a social partner. In addition, many children lack the use of social gestures such as showing, waving, pointing, or nodding their head. Some children demonstrate basic gestures such as pulling, pushing, or leading others by the hand to get things they want, but the use of these gestures typically lacks any social component; the child seems to be using the adult just as a means to an end.

Verbal Communication

For children who do develop functional speech, their proficiency with language covers a wide range. Some acquire limited language; enough, perhaps, to ask for things they want, but not enough to carry on a conversation. Some children may have adequate language, but will use it in strange ways. They may speak only when spoken to. They may mix up their pronouns or make other grammatical mistakes. They may simply repeat what others have said to them. Others may repeat phrases from books or whole dialogues from videos, sometimes trying to use these rote phrases to communicate. Often, when they do talk, their voice will sound strange, sometimes flat and expressionless, sometimes high-pitched.

Children who acquire speech often first go through a period of echolalia, where they repeat verbatim what others say to them. If they progress beyond echolalia, they can learn to use appropriate pragmatic and grammar skills.

For the children who do not develop functional speech, it is critical that they be provided with another means to communicate. Picture systems, augmentative communication devices, and sign language have all been used to provide a means of communication for these children. The children need to be taught systematically how to use these systems.

From Autism 101 (http://depts.washington.edu/pdacent/courses/autism101/13.php)