The development or acquisition of language separates the human being from any other mammal, enabling him to efficiently communicate and socialize with every other member of the same race. Thus, acquiring and developing this form of communication is crucial not only for means of transporting meaning itself, but for ensuring the human race to exist.
Under normal circumstances every child can acquire every existing language, depending on it’s surrounding (cf. chapter two). Normal circumstances imply medical, cognitive and social parameters; if these three determining factors play together typically, a child may acquire a language in a stage-like order. In each stage, fundamental elements (or rules) of language are being learned (e.g. phonology, morphology, prosody etc.). In case of an autism spectrum disorder, one or more of the three determining factors is deficient – hence the acquisition of language deviates from its typical course.
As will be described in chapter one, the actual type of autism plays a pivotal role in how problems in language acquisition will manifest: e.g., children with Asperger syndrome or some other type of high-functioning autism will be more likely to have problems in Pragmatics, whereas children with low-functioning type of autism may be challenged with producing language at all.
Hence in this paper, I will examine this deviant development by looking closely into the fundamental rules of language in “typical” and autistic learners. I will introduce very basic knowledge on medical, cognitive and social impairments autism spectrum disorders may consist of; then, the above mentioned comparison of fields of language will be conducted. Chapter four will conclude with prospects on therapeutics and teaching, introducing concepts and constructing possible classroom intervention.
Table of Contents
1. Characteristics of autism: cognitive and social anomalies
2. What is language?
3. Normal vs. impaired language development
4. Consequences for therapeutics, teaching and learning – the TEACCH concept
Research Objectives and Themes
This paper examines the deviant language development observed in children with Autism Spectrum Disorders (ASD) by comparing their linguistic acquisition against neurotypical standards. The primary research objective is to analyze how specific medical, cognitive, and social impairments impact language use and to evaluate how structured pedagogical interventions, specifically the TEACCH concept, can mitigate these developmental challenges.
- Cognitive and social anomalies associated with ASD
- Fundamental components of language: form, content, and use
- Comparative analysis of typical vs. impaired language development
- Specific language disorders: from phonology to pragmatics
- The TEACCH concept as a framework for therapy and teaching
Excerpt from the Book
3. Normal vs. impaired language development
Research has shown that language development in normally developed children can be divided into different periods where all knowledge needed to communicate is being learnt consequently. These periods can be assigned to the age of the child and their “content” can be seen as the target to be achieved at that certain age. In the following, these stages will be described briefly up to an assumed age of 3 years, as this time span represents the most crucial for the development of language.
From birth to the 6th month of life, children produce noises and start to coo (they intonate sounds that will later become vowels). They react when hearing their own name and can decide between angry and friendly speech.
In the following months (6th to 10th), the baby starts to babble (adding single sounds to more complex ones).
After twelve months, the first word will be produced. In this stage, one word or one sound represents a sentence itself. The baby knows about the effects of language (social: e.g. gets fed when uttering “hungry”) and understands simple instructions (“Look”, “Open your mouth”).
From the eighteenth month onwards, learners are able to utter two-word sentences; their vocabulary encompasses 5-20 words, most of them being nouns. A slight use of echolalia may occur.
With two years of age, the lexicon should have grown up to 300 words and the child starts to use pronouns (mostly “me” and “I”) and prepositions (“in”, “on”, “under”); it is able to name a certain number of objects on himself and of his immediate surrounding (“Show me the nose”).
After three years, the child produces three-word sentences and its lexicon now has around 900 words. The use of plural forms and even the past tense starts to occur; verbal speech starts to dominate over substantival speech. Pronouns and prepositions are being used more often and more appropriately, more complex questions (with multiple answers) can be reasoned out.
Summary of Chapters
1. Characteristics of autism: cognitive and social anomalies: This chapter provides an overview of the medical and social complexities of ASD, highlighting how neurological factors and the "Theory of Mind" influence social behavior.
2. What is language?: This section defines language as a complex cognitive ability built on three core components: form, content, and use, while outlining various scientific schools of thought regarding its origin.
3. Normal vs. impaired language development: This chapter contrasts developmental milestones in neurotypical children with the specific language alterations, such as echolalia and pragmatic deficits, found in children with ASD.
4. Consequences for therapeutics, teaching and learning – the TEACCH concept: This final chapter introduces the TEACCH method as a structured pedagogical framework designed to provide individualized support for autistic children.
Keywords
Autism Spectrum Disorder, ASD, Language Acquisition, Pragmatics, Theory of Mind, Echolalia, TEACCH, Special Education, Cognitive Impairment, Social Competence, Phonology, Semantics, Pedagogy, Communication, Neurodevelopment.
Frequently Asked Questions
What is the core subject of this paper?
The paper explores the intersection of language development and Autism Spectrum Disorders (ASD), investigating how the condition affects the acquisition and functional use of communication skills in children.
What are the primary themes discussed?
The research focuses on defining language, identifying the cognitive and social anomalies of autism, comparing language development in typical and autistic children, and examining intervention strategies like the TEACCH concept.
What is the main research question or goal?
The primary goal is to understand the nature of deviant language development in autistic children and to identify effective therapeutic and teaching strategies that address these specific impairments.
Which scientific methods are utilized in this work?
The author employs a literature-based synthesis, examining existing research on cognitive science, child psychology, and clinical studies regarding autism and language acquisition.
What topics are covered in the main body?
The main body covers the theoretical foundations of language, the "Theory of Mind," specific language disorders like verbal auditory agnosia and echolalia, and the practical application of structured teaching methods.
How would you describe the key characteristics of the work?
This work is a comprehensive overview that bridges the gap between theoretical neurological research on ASD and the practical, pedagogical requirements for classroom and therapeutic intervention.
Why is the "Theory of Mind" (ToM) significant for language in children with autism?
The ToM concept is crucial because it enables individuals to understand that others have mental states, such as intentions and beliefs. A lack of ToM directly impacts the ability to engage in turn-based conversations and decode figurative speech.
What role does the TEACCH concept play in supporting children with ASD?
TEACCH provides a holistic, structured framework that focuses on visual learning and individualization, helping to reduce stress and enable learning by organizing the spatial and temporal environment for the child.
How do autistic children differ from neurotypical children regarding phonology and pragmatics?
While many high-functioning children with ASD can master phonology, their most significant challenges lie in pragmatics—the functional use of language in social contexts—which is often severely impaired.
- Quote paper
- Oliver Selzer (Author), 2012, Language development in children with autism spectrum disorders, Munich, GRIN Verlag, https://www.grin.com/document/207930
