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
Objectives and Key Themes
This paper examines the deviant language development in children with autism spectrum disorders (ASD). It aims to compare typical language acquisition with that of children with ASD, considering the impact of cognitive, social, and medical factors. The paper will also explore therapeutic and teaching strategies, focusing on the TEACCH concept.
- Characteristics of autism and its cognitive and social anomalies
- The definition and components of language development
- Comparison of typical and impaired language development in children with ASD
- Therapeutic and teaching approaches for children with ASD
- The TEACCH concept and its application in educational settings
Chapter Summaries
1. Characteristics of autism: cognitive and social anomalies: This chapter explores the multifaceted nature of Autism Spectrum Disorder (ASD), acknowledging the current inability to pinpoint a single cause. It discusses various theories, including genetic factors, neurotransmitter imbalances, and debunked theories such as parental failure. The chapter highlights the spectrum of ASD, ranging from low-functioning to high-functioning forms, emphasizing the significant variability in symptom presentation. Key phenotypic characteristics, such as a lack of social competence (difficulties with eye contact, pronoun reversal, and conversational turn-taking), are presented, linking these to the concept of "Theory of Mind" (TOM) and its impact on social interaction and communication. The chapter concludes by referencing Leo Kanner's early observations of language deviations in individuals with ASD, including echolalia and decontextualized speech, laying the groundwork for subsequent chapters examining language development.
2. What is language?: This chapter (although not fully provided in the excerpt) would presumably delve into a definition of language, its components (phonology, morphology, syntax, semantics, pragmatics), and the stages of typical language acquisition. It would establish a foundation for comparing typical language development with the impaired language development seen in children with ASD in the following chapter. The chapter would likely discuss the crucial role of language in human communication and social interaction, reinforcing the significance of language impairments in ASD.
3. Normal vs. impaired language development: This chapter (also incomplete in the excerpt) would compare and contrast typical language acquisition with language development in children with ASD. It would likely examine how the cognitive, social, and communicative challenges associated with ASD impact various aspects of language development across different developmental stages. Specific language impairments, such as difficulties with pragmatics (in high-functioning ASD) or expressive language (in low-functioning ASD), would be discussed in relation to the underlying neurological and cognitive differences. The chapter would set the stage for exploring therapeutic interventions in the following chapter.
4. Consequences for therapeutics, teaching and learning - the TEACCH concept: This chapter would likely discuss the implications of language impairments in ASD for therapeutic and educational interventions. The TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) concept would be introduced as a structured teaching approach designed to address the specific learning needs of autistic children. The chapter might provide specific examples of how TEACCH principles can be applied in educational settings to support language development and communication skills. The discussion would probably address strategies to improve communication, social interaction, and overall learning outcomes for children with ASD.
Keywords
Autism Spectrum Disorder (ASD), language acquisition, language development, social communication, cognitive impairment, therapeutic interventions, TEACCH, Theory of Mind (TOM), echolalia, pragmatics.
Frequently Asked Questions: Language Development in Children with Autism Spectrum Disorder
What is the focus of this document?
This document provides a comprehensive overview of language development in children with Autism Spectrum Disorder (ASD). It explores the characteristics of autism, compares typical and impaired language development, and examines therapeutic and teaching strategies, particularly focusing on the TEACCH concept.
What topics are covered in the table of contents?
The document covers the characteristics of autism and its cognitive and social anomalies; defines language and its components; compares normal and impaired language development in children with ASD; and discusses the implications for therapeutics, teaching, and learning, with a specific focus on the TEACCH concept.
What are the key objectives and themes?
The main objectives are to examine deviant language development in children with ASD, compare typical and atypical language acquisition, consider the impact of cognitive, social, and medical factors, and explore therapeutic and teaching strategies, specifically the TEACCH approach. Key themes include the characteristics of autism, language development (both typical and impaired), and effective therapeutic and teaching interventions for children with ASD.
What are the key characteristics of autism discussed?
The document discusses the multifaceted nature of ASD, acknowledging the lack of a single cause. It mentions various theories, including genetic factors and neurotransmitter imbalances, and highlights the spectrum of ASD and its significant variability in symptom presentation. Key phenotypic characteristics, such as a lack of social competence (difficulties with eye contact, pronoun reversal, and conversational turn-taking), are linked to the concept of "Theory of Mind" (TOM) and its impact on social interaction and communication. Language deviations like echolalia and decontextualized speech are also noted.
How does the document define language?
While a full definition isn't provided, the document implies that a complete section would cover the components of language (phonology, morphology, syntax, semantics, pragmatics) and the stages of typical language acquisition, setting the stage for comparison with language development in children with ASD.
How does the document compare typical and impaired language development?
This section, while incomplete in the provided excerpt, would detail the differences between typical language acquisition and language development in children with ASD across various developmental stages. It would likely analyze how cognitive, social, and communicative challenges associated with ASD impact different aspects of language development, addressing specific language impairments based on the severity of the ASD.
What is the TEACCH concept, and how is it relevant?
The TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) concept is presented as a structured teaching approach designed to address the specific learning needs of autistic children. The document suggests that this section would provide examples of how TEACCH principles can be applied in educational settings to support language development and communication skills, improving communication, social interaction, and overall learning outcomes.
What are the keywords associated with this document?
Keywords include Autism Spectrum Disorder (ASD), language acquisition, language development, social communication, cognitive impairment, therapeutic interventions, TEACCH, Theory of Mind (TOM), echolalia, and pragmatics.
- Quote paper
- Oliver Selzer (Author), 2012, Language development in children with autism spectrum disorders, Munich, GRIN Verlag, https://www.grin.com/document/207930