Short Description or Definition
Speech/communication impairments are among the core features of autism spectrum disorders (ASD). Although enormous variability in the development of speech and language is observed in individuals with ASD, even those who have high cognitive and language abilities exhibit some type of communication disability. Deficits can occur at the nonverbal level (e.g., gestures, facial expressions, eye gaze), paralinguistic level (e.g., prosody, intonation), and linguistic level (e.g., language, speech). Communication deficits in the social use of speech and language are particularly salient. Research suggests that a subset of children with ASD also have grammatical deficits similar to children with specific language impairment. In addition, speech sound disorders are evident in a subset of children with ASD. Approximately 20–40% of individuals with autism never develop spoken...
References and Readings
- American Speech-Language-Hearing Association. (2017). Autism. Available from www.asha.org/Practice-Portal/Clinical-Topics/Autism/. Accessed 26 June 2017.
- Bzoch, K., League, R., & Brown, V. (2003). Receptive-expressive emergent language test (3rd ed.). Circle Pines: American Guidance Service.Google Scholar
- Dunn, D. M. (2019). Peabody picture vocabulary test (5th ed.). Bloomington, MN: NCS Pearson.Google Scholar
- Fudala, J. B., & Stegall, S. (2017). Arizona articulation proficiency scale-fourth revision. Los Angeles: Western Psychological Services.Google Scholar
- Goldman, R., & Fristoe, M. (2015). Goldman-Fristoe test of articulation 3. Bloomington: Pearson.Google Scholar
- Gray, C. (1993). The social story book. Arlington: Future Horizons.Google Scholar
- Greenspan, S. I., Wieder, S., & Simons, R. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading: Addison-Wesley.Google Scholar
- National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press, Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education.Google Scholar
- Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (4th ed.). St. Louis: Elsevier.Google Scholar
- Sparrow, S., Cicchetti, D., & Saulnier, C. (2016). Vineland adaptive behavior scales (3rd ed.). Minneapolis: Pearson Assessment.Google Scholar
- Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (Vol. 1, 3rd ed., pp. 335–364). Hoboken: Wiley.Google Scholar
- The Hanen Centre. http://www.hanen.org/. Accessed 15 Aug 2019.
- Wetherby, A., & Prizant, B. (2003). Communication and symbolic behavior scales developmental profile. Baltimore: Paul H. Brookes.Google Scholar
- Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2011). Preschool language scales (5th ed.). Bloomington: Pearson.Google Scholar