Children with Autism Spectrum Disorders

Children with Autism Spectrum Disorders

Children face risks of contracting illness at birth and even as they grow up. The diseases may severely affect their language development and their ability to learn different skills such as walking, reading, and interacting effectively with others. Autism spectrum disorder (ASD) is a health problem that affects language development and communication in children (Owens, 2019). Even though there are some medical remedies for ASD at a young age, researchers have termed it as a developmental disorder because symptoms might take their course in the early phases of life. ASD is a health condition that might hit any child irrespective of racial, ethnic, and economic backgrounds. Various atypical language aspects trace language development deficits among children with ASD. For this reason, it is important to understand the difference in language development for typical children (TD) and those with ASD, the educational implication of  delayed language development for ASD children along with the educational interventions for supporting ASD children in a typical classroom.

Language development in typical children and those with ASD. Discussion and word repetition. Children suffering from autism spectrum disorders experience communication challenges. Compared to the average kids, there is a difference in language development with ASD kids. One of the significant things evident in children with ASD is repetition or communication through a rigid language (Owens, 2019). Besides, children with ASD have challenges concentrating in discussions. For instance, a child may count numbers in a class when they are learning about animals. The concentration of the child gets worse with time, and if measures are not taken to remedy the situation, the focus and pronunciation of rigid words gets hard. Compared to the typical children, those who have the ASD cannot recite sentences because of low cramming power. Therefore, such kids end up repeating certain words instead of saying the entire sentences. The condition of repeating certain words or phrases is known as echolalia and is common among kids with ASD.

Interests in exceptional abilities. Another difference in language development among typical children and those with ASD arises in their interests  and exceptional abilities. Despite their condition, kids with ASD have unique skills in specific areas. However, they may not carry on a two-way conversation about the same topic, such as communicating with their peers. For instance, it is possible to find children with an ability to count and do some mathematical calculations. The strengths are not standard in typical children, and hence, it is possible to suspect kids with such conditions depending on their behaviors (Gonzalez-Barrero and Nadig 2018). However, one should be keen not to confuse the abilities of children with their situation. According to Owen (2019), about 10% of the kids with ASD have exceptional skills in specific areas. Therefore, parents should be keen and differentiate between the illness and knowledge in the kids.

  Abnormal skill development. Children are expected to learn and understand some sense of communication at an early age. Most children, including those with ASD, develop the skill but not to an average level. Kids who have ASD are likely to exhibit abnormal behaviors in the development of the skills (Owens, 2019). For instance, one is expected to develop a strong understanding of a specific area and fails to understand other areas. However, in the usual case, the kids develop other skills in areas such as vocabulary, memorization, and calendar. In other cases, children suffering from autism spectrum disorders do not respond to other people’s speech and may take longer to notice that someone wants to get their attention by calling their names (Arunachalam & Luyster, 2018). A parent may thus notify from early stages about the condition of their children and take them for assessment.

Verbal and Non-verbal communication. As the children develop, they gain skills in verbal and non-verbal communications. For instance, one may learn to use gestures and other facial communication methods. kids with ASD do not develop the skills, and hence, they cannot understand or use the skills as they communicate with others (Kjellmer et al. 2018). Since they do not understand the gestures, such kids often avoid eye contact with others during conversations, and one might think they are not attentive, or they dislike what is being said. The kids find it hard to express themselves feeling that it is frustrates to others and therefore seem to enjoy a lonely life. However, typical kids are attentive and interested in various matters of discussion, and they communicate their feeling with much ease.

Educational implications of delayed language development in children with ASD. Echolalia. Children may suffer from various conditions such as echolalia, which will impact their education process. Echolalia might act as a communication course for youngsters who have ASD hence decreasing their cognitive capacity, aid them in starting and maintaining conversations, and as a language conversation approach. Gonzalez-Barrero and Nadig (2018) claims that echolalia as a distinct autism feature thrives as a language development sign among kids who have ASD. The kids with poor cognitive behaviors and those who may not pronounce words well will always have a challenge in the learning program because of the issue. Additionally, such kids are at risk of developing so self-esteem, and hence, they will not have the courage to answer or ask a question in class. Therefore, their education process will have many challenges, and they may finally fail in the exams and do not proceed to the next level.

Personal utterances and slogans with atypical connotations. Another educational implication for children with autism is that they tend to produce more personal utterances and slogans with atypical connotations. Besides, jargon acts as a defined aspect in gaining language and growth of children on the spectrum. Phonological growth among children with ASD takes an abnormal course. Using words gesturing contrasts, deficits, and distinctions have the absence of synchrony, hence showing contrastive stress in a distinct scope (Owens, 2019). Furthermore, children with ASD display a weak grasp of vocabulary and construction of sentences (Arunachalam & Luyster, 2018). This shows a clear ground that such children have syntactic and morphology impairment. With the challenges, a kid may not concentrate on his or her studies since it is hard to focus on the learning process and at the same time, handle the challenges.

Pronunciation. Pronunciation in children is critical for effective communication and the learning process. For a kid to understand the educational practices and become efficient, it is essential for him or her to learn how to communicate first. However, if a kid is affected by ASD, the skill is delayed, and hence, the learning practices are not sufficient. Children who are typically developing generate their initial wording between four to eighteen months, unlike kids with ASD who utter their first terms at approximately thirty-eight months (Gonzalez-Barrero & Nadig, 2018). Evidently, autism can have adverse implications for children’s learning practices. As such, children with autism challenges are always late to join learning institutions due to delayed communication practices.

Communication. Autism spectrum disorders hinders social interactions in children and affect their emotions. Individuals with poor communication skills find it hard to interact with others since they cannot exchange ideas effectively. The autism patients thus prefer a lonely life with no disturbances since they find it hard to express themselves. Such individuals are also likely to be quick to anger since they may not understand what others want or since others disrespect them due to their inability to communicate effectively. For the challenges, it is essential for typical people to respect them and try to help them cope with problems that may arise. Showing them love and care is likely to help them socialize more since they will feel appreciated by the others. The practice will also help them develop essential learning skills and hence compete in schools.

Educational practices to promote language development in children with ASD. Socialize and participate in games. To help children and teens with autism develop language and communications skills, it is essential to encourage them to socialize and participate in games. When kids play with their peers, it becomes easy for them to practice pronunciation and sentence structuring. Being alone all the time make the kids dumb, and besides they do not want to try something they think is hard for them (Owens, 2019). However, if they engage in various games and social activities, it will be simple for them to develop communication skills with time. Social events such as playing games, being in churches, and dances, will help the affected kinds to develop the courage to express opinions and hence utilizing the learned communication skills, including the non-verbal practices. Therefore, teachers in educational institutions should encourage kids with autism spectrum disorders to socialize and play more.

Allow kids to express their opinions. Allowing the kids to express their opinions is a vital endeavor in helping the kids with ASD to develop communication skills. Most teachers want to concentrate on the kids who can answer the questions fluently and understand the lessons quickly. As such, they neglect the kids will language challenges since they are slow to respond to the issues (Arunachalam & Luyster, 2018). The practice supports the kids to participate in communications and language development since they develop self-esteem and gain skills. The educators have a critical role to play in encouraging the autism kids develop language abilities.

Assistive devices. Assistive device and visual support tools are also critical in helping children with autism deal with challenges that inhibit language development. At times, it is vital for teachers to try alternative ways to help these children. If standard teaching methods do not support the kids, it is critical for one to consider other techniques such as assistive and visual supports (Kjellmer et al. 2018). For instance, a device that a child will touch the produce a word is essential to boost language development. The tools will attract the kids, and hence, they will want to use them often. With time, the kids will develop the missing skills since the devices will enable them to pronounce words as they play with them. At times, the teachers should try to be creative and use what the kids enjoy using in a way that will enhance their language development. The kids should be taught in their areas of interest to improve their understanding.

In conclusion, ASD as a health complication influences child in different aspects. Distinct atypical language dimensions tend to ground language advancement deficits in kids with ASD. Besides, such kids also have a trend of producing more idiosyncratic deficits utterances and slogans that have the incorporation of atypical connotations. Further, jargon thrives as a distinct aspect in acquiring language and growth of youngsters on the spectrum. The teachers, parents, and peers should thus take it upon themselves to help the affected children to develop language skills so that they can feel appreciated in the community. If the right initiatives are applied to help the kids suffering from ASD, they can improve, gain skills, and develop with other kids.

References

Arunachalam, S., & Luyster, R. J. (2018). Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input. Journal of Speech, Language, and Hearing Research, 2659-2672. doi:10.1044/2018_JSLHR-L-RSAUT-18-0024

Gonzalez-Barrero, A. M., & Nadig, A. (2018). Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age. Autism Research: Official Journal of the International Society for Autism Research, 1667-1678. doi:10.1002/aur.2023

Kjellmer, L., Fernell, E., Gillberg, C., & Norrelgen, F. (2018). Speech and language profiles in 4- to 6-year-old children with early diagnosis of autism spectrum disorder without intellectual disability. Neuropsychiatric Disease and Treatment, 14: 2415–2427. doi:10.2147/NDT.S171971

Owens, R. E. (2019). Language Development: An Introduction (10th ed.). Pearson Education, Inc.