This research paper tries to outline autism and the causes of the disease, but has to confine itself to some of the most important approaches.
In order to grasp what autism means, the first chapter presents two relevant definitions of autism - the WHO International Classification of Disease and the American Psychiatric Association's Diagnostic and Statistical Manual.
Chapter two shows that there is no single cause of autism, but a variety of aspects to consider.
The third chapter focuses on language production in children with autism whereas the fourth chapter presents exceptional skills that were found in "savants", people with incredible abilities in isolated areas.
Table of Contents
Introduction
1 What Is Autism? A Definition of the Term
1.1 Classifications And International Criteria of Autism
1.2 The International Classification of Diseases - ICD
1.2 The Diagnostic And Statistical Manual: DSM IV
2 Causes Of Autism
3 Inhibited or Retarded Language Production With Autism
3.1 Communication and Development in Autism
3.2 Word Use and Semantic Aspects of Language
3.3 Echolalia
3.4 Pragmatic Aspects of Language
3.5 Verbal and Nonverbal Cognitive Development
4 Isolated Areas of Exceptional Performance – Savant Skills in Autism
4.1 Frequency of Savant Syndrome
4.2 Intriguing Abilities in Autistic Savants
4.3 The Polyglot (Language) Savant
4.4 The Asperger Syndrome
Conclusion
Bibliography
Research Objectives and Themes
This research paper examines the complexities of verbal communication in children with autism, exploring the diagnostic criteria, potential biological and genetic causes, and the specific deficits in language acquisition and cognitive development that characterize the condition.
- Diagnostic frameworks including ICD-10 and DSM-IV.
- Etiological theories regarding the biological and genetic origins of autism.
- Challenges in speech and language, including echolalia and semantic processing.
- Analysis of exceptional cognitive abilities often referred to as "savant syndrome".
- The relationship between verbal communication and social-pragmatic development.
Excerpt from the Book
3.1 Communication and Development in Autism
In retrospect to many years of experience as speech and language therapists in England, Maureen Aarons and Tessa Gittens discuss and research if, why, and to what extent autistic children are unable to communicate verbally. The fact that children first develop and use language normally, very much like Ricky, leads to the assumption that in general linguistic structures are acquired adequately. However, Aarons and Gittens report that a large number of what would later be diagnosed autistic children seem to gradually lose speech and regain it after months of therapy, in most cases with deviances other than those children with more specific language disorders show.
Consequently, the most important question is whether autism is a „semantic-pragmatic language disorder“ or if autism affects more, probably all cognitive functions of human brains. To anticipate Aaron’s and Gitten’s answer, “a focus solely on language and linguistic features, without regard to the child’s mode of being, is inadequate and simplistic.” The overall development of the child has thus to be taken into consideration, even though the actual core problems of the child appears to be pinpointed in the use of language.
Summary of Chapters
Introduction: Provides a personal context through the case of a child named Ricky and establishes the foundational questions regarding autism and language development.
1 What Is Autism? A Definition of the Term: Offers a formal definition of autism and identifies key behavioral and developmental domains affected by the disorder.
1.1 Classifications And International Criteria of Autism: Explains the standardization of diagnosis through the WHO and the American Psychiatric Association.
1.2 The International Classification of Diseases - ICD: Details how the ICD-10 categorizes autism within the broader spectrum of pervasive developmental disorders.
1.2 The Diagnostic And Statistical Manual: DSM IV: Outlines the historical evolution and significance of the DSM system in diagnosing autistic disorders.
2 Causes Of Autism: Examines biological, genetic, and environmental theories concerning the etiology of autism.
3 Inhibited or Retarded Language Production With Autism: Discusses the prevalence and nature of language deficits in autistic individuals.
3.1 Communication and Development in Autism: Explores the developmental trajectory of language in children with autism and the clinical implications of communication barriers.
3.2 Word Use and Semantic Aspects of Language: Analyzes the concrete and literal nature of language understanding among autistic individuals.
3.3 Echolalia: Defines immediate and delayed echolalia and their functional or non-functional roles in the speech of autistic children.
3.4 Pragmatic Aspects of Language: Looks at how autistic individuals struggle with the implicit social rules of conversation and pragmatics.
3.5 Verbal and Nonverbal Cognitive Development: Investigates the hemispheric specializations of the brain and their impact on verbal versus nonverbal cognitive skills.
4 Isolated Areas of Exceptional Performance – Savant Skills in Autism: Introduces the phenomenon of the "autistic savant" and extraordinary abilities in specific domains.
4.1 Frequency of Savant Syndrome: Provides statistical insights into the occurrence of savant skills within the autistic population.
4.2 Intriguing Abilities in Autistic Savants: Highlights the specialized talents often observed in individuals with autism.
4.3 The Polyglot (Language) Savant: Discusses the rare and fascinating ability of certain savants to acquire multiple languages.
4.4 The Asperger Syndrome: Clarifies the position of Asperger syndrome within the spectrum and its relation to savant abilities.
Conclusion: Summarizes the findings and emphasizes the need for continued research into the neurological and cognitive roots of autism.
Bibliography: Lists the academic sources and online references utilized for the research.
Keywords
Autism, Language Development, Echolalia, Savant Syndrome, DSM-IV, ICD-10, Pragmatic Language, Cognitive Development, Asperger Syndrome, Communication Deficits, Semantic Processing, Neuropsychology, Verbal Communication, Biological Etiology, Social Participation.
Frequently Asked Questions
What is the core subject of this paper?
The paper fundamentally investigates the complexities of verbal communication in children diagnosed with autism, analyzing how their language development deviates from typical patterns.
What are the primary thematic fields covered?
The study covers diagnostic classifications (ICD/DSM), etiological theories regarding causes, language-specific challenges like echolalia, and the study of exceptional skills known as savant syndrome.
What is the primary research goal?
The goal is to explore why verbal communication is inhibited or retarded in many autistic children and to provide a deeper understanding of how their cognitive processes influence their ability to interact.
Which scientific methodologies are used?
The authors employ a review of clinical literature, diagnostic manuals, and expert case studies to synthesize existing knowledge on the psychology and neurology of autism.
What is addressed in the main body of the work?
The main body treats the definition of autism, theoretical models of its causes, specific language deficits (semantic and pragmatic), and the manifestation of extraordinary abilities in autistic savants.
Which keywords best characterize this work?
Key terms include Autism, Language Development, Echolalia, Savant Syndrome, and Pragmatic Language.
How does the paper differentiate between Asperger syndrome and other autistic disorders?
The text notes that while Asperger syndrome is considered part of the autism spectrum, it is often characterized by higher functional levels and unique social challenges that distinguish it from other classifications.
What does the paper conclude regarding the "Savant" phenomenon?
The paper concludes that while savant skills are rare and often misunderstood, they demonstrate that autistic individuals can possess remarkable cognitive talents despite significant challenges in other developmental areas.
- Quote paper
- Tobias Reiche (Author), Terina Noorzai (Author), 2008, Verbal Communication in Children with Autism, Munich, GRIN Verlag, https://www.grin.com/document/141072
