Introduction
In the past, autism and language deficiencies were considered to be two distinct problems. This was the case until, recently, when evidence was presented claiming a definite linkage between the two. Language difficulties were found to be an indicative characteristic of autistic children.
Autism is one of the many autism spectrum disorders categorized in the wider category referred to as PDDs (pervasive developmental disorders) (Conti-Ramsden et al. 62). These disorders delay and interrupt many aspects of child growth, especially communicate and socialization. In simple terms, “autism is a complex developmental disability that appears during the first three years of life” (Conti-Ramsden et al. 62).
Even though the root of verbal communication difficulties in autistic children is unexplained, many experts have concluded that they as a result of effects of a number of conditions and factors which transpire either, during, or soon after birth. By affecting the development of the victim’s brain, it results into difficulties which mess a person’s capacity to comprehend things or socialize (Conti-Ramsden et al. 62).
Some experts connect the language troubles with the theory of mind, messed up capacity to think, as well as a messed up skill to symbolize during conversations and play. Reports have showed that the US is currently experiencing an autism epidemic. The most recent data confirm that one out of every 91 kids suffers from Autism Spectrum Disorder. Compared with the 1980s, when only 2-5 kids in 10,000 were diagnosed with the problem, the rate has increased greatly (Solomon and Chung 250).
Understanding the link between Language problems and autism
The first three years after a child is born happens to be characterized by intensive speech and language development. It is the period during which the child’s brain begins to develop towards maturity (Danon-Boileau 3). However, most basic communication signs appear only days after birth. With time, their dialect mechanisms, consisting of the mouth, throat, jaws and tongue, and throat, and voice become more developed, but not fully established. At that stage, the kid makes controlled sounds.
By the time a child reaches than age of one year, it is likely that he/she will have comprehended a few words. Normally, diagnosis of autism can happen only when the child reaches two years of age. This is because it is a time when it is expected that a majority of the kids should be able to talk. Earlier than that, say 18 months, it is very difficult to detect this problem although kids are able to pronounce an average of nine words (Danon-Boileau 14).
Assessing language problems
For any concerned parent or guardian, it is a priority to know everything about their children, language and autism being some of them. Therefore, such people would want to know how they can tell that the kids have this problem. It helps to know that there are numerous measures available, which can be very helpful in assessing language development problems in autistic kids. Discussed below, are a few of the language patterns and manners often displayed by autistic kids:
Rigid and repetitive language: Time and again, kids suffering from autism, and in an attempt to speak, tend to mumble meaningless words. Also, they may speak words which when understood, are found to be utterly out of context. For example, a kid that when asked to count one to ten repeats himself, it may be a sign of an autistic condition.
Other that repeating their own words, they can also repeat those that they hear from other sources (NIDCD Information Clearinghouse 1). A very good example is if someone tells them something, they may just repeat the same words. If a question, autistic kids may be unable to answer but instead repeat the question. When it comes to repetition, the symptoms of this condition are many.
The children do not just repeat immediate word, but also those that they heard earlier, not only from the people around them, but even from televisions and media. It has also been established that some children suffering from autism are goon in pronunciation of words. However, most of them experience difficulties when it comes to constructive use of the language words. Their problems arise when it comes to deciphering the wording and message in a sentence (NIDCD Information Clearinghouse 1).
Slightly limited capabilities and interests: It is possible for autistic children to deliver profound monologues, especially when talking about topic of interest. However, they may find it very hard successfully persistent in a two-way exchange, even when the topic in of their interest. Despite the limited capabilities, other children display outstanding abilities in areas such as music, counting, math and so on. It has been argued that around ten percent of autistic children demonstrate outstanding skills in particular areas (Danon-Boileau 23).
Irregular development in terms of language and communication abilities: Although is it said that autistic kids have language problems, it does not mean that they do no develop any dialogue skills at all. The truth is that they do, but they do not manage to reach the average level.
The development process tends to be irregular as compared to that of an autism-free kid. It is no surprise that they can be able to develop an incredibly strong vocabulary in a matter of no time, especially in areas they show much interest (NIDCD Information Clearinghouse 1). Also, the problem does not mean that they have not recollection of events, words or things they fell, hear, or see. The fact is that they do.
Some of them can read at five or so years, although they may not understand anything. They on most occasions appear inattentive such that they may fail to react or respond when called or asked anything. Parents unaware of the symptoms of this condition may assume their kids to be deaf, a mistake which can be made by anyone else who encounters an autistic child (NIDCD Information Clearinghouse 1).
Broken non-verbal communication skills: Autism is not only associated with the verbal communication abilities, but also the non-verbal capabilities. Therefore, children who are victims of this condition are not very good when it come to the use of gestures. For instance, he can be unable to point a finger at an object.
Gestures are an integral part of communication because they come in handy in giving meaning to speech. Even their eye conduct is questionable. The way they communicate and the inability to coordinate their verbal and nonverbal communication activities can attract wrong judgment form people. In other words, a listener or observe can even think they are stupid, rude, negligent or uninterested since there is no proper coordination of nonverbal signals and verbal communication (Danon-Boileau 26).
Recommendations
Autism problems may endure for long or turn out to be life-long because there is no specific curative measure for the condition. However, some treatments have been established, which are undoubtedly able to heal autistic kids develop communication (Danon-Boileau 35).
When their communication attempts bear no fruits, they may let out their aggravations through vocal outburst and other behavior motivated by angers. Also, autistic children may not easily fit in the society. This can cause them a lot of stress especially when they happen to undergo upsetting experiences because of their condition. On the other hand, their parents, in any occasions, are always full of stress.
Handling such kids may be a burden considering that their inability to communicate properly also makes it hard to understand and attend to their needs (Solomon and Chung 250). To avoid these problems, below are some of the interventions which can be very reliable in helping autistic kids with language problems.
Providing them with a good developmental environment: This is a very effective remedy where concerned people are required to provide an environment which is strategically designed to stimulate and enhance neural plasticity. In actuality, the brain’s degree of elasticity is very high, such that if the right environment if available, a child brain development may be controlled. Environmental experiences and other stimulations can cause the cells of the brain to change their organization and function (Brereton 3).
Prescription treatment programs: Another approach to this condition, as suggested by Brereton is reliance on treatment programs, which as of today are many (3). These programs are not only for people whose kids are autistic, but can also assist those who are unsatisfied with the progress of their children are language development.
By consulting professionals, parents are given programs made up of various developmental activities. The arrangement of the activities and their value are professionally determined such that they guarantee good results. These programs are designed such that they can be carries out at home and are very simple to follow (Brereton 6).
Specialist intervention/Speech-language pathologists: When someone is diagnosed with development disabilities, he or she is referred to a specialist, depending on the type of disability. In the case of poor language development, patients are referred to speech-language pathologists.
They are qualified professionals who have been trained and certified to handle complications related to voice, speech or communication. They have the knowledge and instruments to determine a person’s skill when it comes to communication and also establish the magnitude of the disorder.
Based on their findings, they rely on their expertise and proceed to decided on an effective approach to treating the problem. They may recommend other checkups, including tests to determine whether the hearing capabilities are normal. They can advise and also design the programs explained above, which stimulate the child’s brain and enhance development (NIDCD Information Clearinghouse 1).
Paying attention to children’s language development process early on: It has been established that language and communication development begins very early in one’s life-cycle. Communication skills abilities kick in first and pre-language skills follow soon until a point where they can use words perfectly.
Paying attention to this process can help detect these problems before it is too late (NIDCD Information Clearinghouse 1). If sufficiently attentive, parents and other primary caregivers can be able to detect when a kid has a problem. Gestures, use of words, body movements, and babbling, cooing are some of the things which when keenly assessed can be help notice language problems.
This provides an opportunity to take the right action, whether to see a speech-language pathologist or do something else to assist the child. It is at these early stages when the delays and disorders can be fixed in a better way as opposed to when the problem is detected later in life (NIDCD Information Clearinghouse 2).
Conclusion
The paper is very informative and can help parents in making sure that their children develop communication skills properly. Signs of the disorder include repetitive language, slightly limited capabilities and interests, irregular development in terms of language and communication abilities and broken non-verbal communication skills.
To help their children develop properly, they can decide to consult specialist who deal with language and communication problems (speech-language pathologists), make an effort to provide the children with a development stimulating environment, design development programs and make sure to monitor the development process.
Annotated bibliography
Brereton, Andrew. Autism: A Guide to Understanding and Helping Your Child. Cullompton: Snowdrop, 2007. Print.
According to this book, autism is a problem which is associated with problems in the brain. The author argues that this problem, if not properly managed, can result in poor development. The author proposes some of the measure which parents and people with autistic kids can adopt to ensure that the condition is taken care of completely.
According to Brereton, the condition is treatable and the victim can be helped to regain normal brain and language development. This is made possible by the fact that the brain of a human being has a relatively high plasticity degree. This is to mean that its cells can be changed and re-organized.
Conti-Ramsden, Gina, Zoe Simkin, and Nicola Botting. “The Prevalence Of Autistic Spectrum Disorders In Adolescents With A History Of Specific Language Impairment (SLI).” Journal of Child Psychology And Psychiatry 47.6 (2006): 621-628. Print.
In the article, the authors focus of two very important issues which are Specific Language Impairment (SLI) and autism. According to the information provided, the two conditions were traditionally considered to be two completely distinct disorders. The paper look at the incidence of autism spectrum conditions by using a sample consisting of 14 year old adolescents.
The number of adolescents used was seventy six, all of who had previous cases of autism. The research established that prevalence of the condition was 39.9 percent in young people. This was established to be ten times more than the rate likely to be found in the general population.
Danon-Boileau, Laurent. Children Without Language: From Dysphasia to Autism. Oxford: Oxford Univ. Press, 2006. Print.
The article present research findings which explain the epidemic state of autism in the United States. Out of every 91 children in the United States, one of them is said to be having this condition. Comparing the current situation of autism with the situation back in the 1980s, the rates have increased very significantly.
According to the author, psychotherapy can be very helpful considering that the parents and victims of the disorder undergo a lot of stress. The article is very detailed such that it discusses the impacts of the condition even at the later life stages.
NIDCD Information Clearinghouse, Communication Problems in Children with Autism. Publication No. 10-4315. Bethesda, MD USA, National Institute on Deafness and Other Communication Disorders, 2010. Print.
This paper report one of the many publications and database materials which are maintained by NIDCD and which relate and provide information relating to the “hearing, balance, taste, smell, voice, speech, and language (2)”. According to the report autism is one of the many other disorders in the autism spectrum.
The condition can be diagnosed when a child reaches his or her second year of age. The report discusses some of the symptoms which can be helpful in determining whether a child has this condition. Also, various treatment approaches are proposed, which are very effective in helping children develop normally.
Solomon, Alexandra and Beth Chung. “Understanding Autism: How Family Therapists Can Support Parents Of Children With Autism Spectrum Disorders.” Family Process 51.2 (2012): 250-264. Print
The article is very informative and can be very helpful in understanding what autism. Most importantly, it discusses in details how therapists can come in handy in supporting the parents who have kids suffering from this condition. The first part of the paper contains basic information to be known about the condition, autism.
The second part provides information relating to the many challenges which parents face as they seek assistance with diagnosis of autism. A very effective plan, as argued, has been provided in the third section, which can be relied upon in treating the condition. Lastly, the paper shows how therapists work together with the parents of autistic children to ensure that the best treatment is given. In order to attain good results, parents are required to clearly understand the treatment plan.
Works Cited
Brereton, Andrew. Autism: A Guide to Understanding and Helping Your Child. Cullompton: Snowdrop, 2007. Print.
Conti-Ramsden, Gina, Zoe Simkin, and Nicola Botting. “The Prevalence Of Autistic Spectrum Disorders In Adolescents With A History Of Specific Language Impairment (SLI).” Journal Of Child Psychology And Psychiatry 47.6 (2006): 621-628. Print.
Danon-Boileau, Laurent. Children Without Language: From Dysphasia to Autism. Oxford: Oxford Univ. Press, 2006. Print.
NIDCD Information Clearinghouse, Communication Problems in Children with Autism. Publication No. 10-4315. Bethesda, MD USA, National Institute on Deafness and Other Communication Disorders, 2010. Print.
Solomon, Alexandra and Beth Chung. “Understanding Autism: How Family Therapists Can Support Parents Of Children With Autism Spectrum Disorders.” Family Process 51.2 (2012): 250-264. Print