Look At The Literature Around Patterns Of Language Development In Children With An ASD. Are There - Assignment Example

Literature Review: Patterns Of Language Development In Children With ASD Name: Course: Tutor: Date: Literature Review: Patterns Of Language Development In Children With ASD Introduction This review focuses on providing an insight on the patterns of language development in children suffering from autism spectrum disorder. The review seeks to review materials that elaborates and explains the patterns linked to different diagnostic categories of the disorder. This review will also articulate issues that influence language development in children with the disorder. There are various approaches reviewed in the subsequent sections. The psychoanalytic approach to language involves a perspective that is descriptive in the progress of the child with the disorder. Behavioral interventions The reciprocal imitation training is a behavioral intervention that involves encouraging children with ASD to imitate what they see others doing. This approach is considered effective when the intention of the trainer is to teach the children spontaneous gesture imitations. Moreover, this approach is applicable spontaneous language training where the child is trained to imitate verbal communication. According to previous research findings on imitation training, there is a relationship between object mitigation training and gains in language development among children with the disorder. Children were likely to develop improved language skills when the gestural imitation training was adopted. The assessments done on children in a research setting indicated that gestural imitation training was instrumental to the development of the language skills better than object imitation training. The reasons for the variance in effectiveness are that gesture imitation encourages inherent communication whereas object imitation might fail the inherent communicative test. Gesture imitation training enhances language in various ways, which include but not limited to vocabulary understanding as well as, adoption in language and the lexical development. When a child learns to imitate, combination of two gestures being the first are likely to be the first to adopt two words set in their language (Veronica & Pat, 2007). Murray DS, et al (2008) elucidate the relationship between language development in children with ASD and joint attention. The relationship between language development in children with ASD and joint attention has been investigated in the past. The research findings indicate that joint attention is central for an individual to map meanings of words. Children with the disorder demonstrate impaired social communication across different ethnic background, age or cognitive abilities. This is an impairment which is influenced by the early joint attention affects the language development in children. Shared attention in a learning environment is useful in enhancing the development of language skills in individuals. Joint attention is considered a conditioned response in human beings. Being a conditioned response the child, the learning process identify an interesting pattern. They learn that by following the line of guided vision of an adult they will see interesting things or activities. The children visual tracking skills improves with repetitive activities. However, in a group setting the visual tracking skills cannot be wholly considered as joint attention. As a predictor of language development in children with the ASD joint attention, there debatable link between pragmatic skills in children and shared attention. Language acquisition in children with autism is related to the measure of joint attention indicated inexpressive as well as receptive trends in a group setting (McDuffie & Yoder, 2010). The short-term predictive associations amongst children with autism spectrum disorder vary because of different reasons. According to a study conducted by Andréa and Paul(2010) t investigate the predictive associations that exist with varying types of parents and the language development of their children indicated that verbal utterances of parents are a leading contributor to the vocabulary base of a child. Verbal Child engagement by parents through follow-in comments during communicative development initiatives by the parent can be used to predict the language development of the child. Moreover, the use of follow-in directives helps the children to respond positively to the utterances of their parents. Spoken vocabulary in children has a high correlation with the parent’s verbal utterances. Mitigation of language development in children with autism spectrum disorder can be implemented through a simple word learning strategy done by parents. This is where parents engage their children in their current attention and respond appropriately. Responsiveness of parents in the attention of their children as well as the comments they give concerning the objects or activities that are central to the attentions is crucial. According to the findings of Andréa, Paul and Wendy (2010), the longitudinal correlation research identified a predictive association with the various categories of responsiveness among parents. A broad category of utterances from parents that were aimed at responding to a Childs attention or point of focus indicated positive association. Their study was statistically controlled to eliminate the differences in the opportunities that a parent had on responding. The application of synchronous as well as undemanding talking inform of follow in comments and follow-in directives is a critical feature for effective verbal communication in children. However, their study had two key limitations. The dependence of parent reports as the central source of data could lead to misrepresentation of results. Parents will tend to post optimistic reports concerning the language development of their children. The second limitation of the study was the adoption of two variables assumed that a third viable could not be a significant determinant of the research findings context (Koegel et al, 2010). Automated vocal analysis The vocal production of young children with autism is influenced by the language-learning environment they are in. The role of adults in the development of language in children with autism has been intensifying over the years. From birth, children are exposed to significant amounts of language elements every day. This can be referred to be natural curriculum that every individual who has to learn to speak in a developed language has to go through. Fine-tuning the developed language of adult s to fit into the child’s language level is important in helping them to learn the natural curriculum faster. Children should be considered t be active recipients of verbal communication from infancy and not passive recipients. Adults can adopt different techniques such as simplified vocabulary or higher pitch to relay basic vocabulary to a child (Warren et al, 2010). Research findings on the relationship between language learning environment and language development in children with ASD indicate various things. First, the challenges that these children have in language learning environment are because of social communicative skills. The findings are presented in a cumulative, long-term manner demonstrating that the therapy time experienced by a child inclusive of the communication rich characteristics has an impact on the language development in the child. An understanding of social environmental factors that contribute to autism and the intervention research necessary for identification of an assessment that is effective in evaluating a child is necessary. Moreover, it is very complicated to measure non-verbal behaviors during vocal analysis (National Institute on Deafness and Other Communication, 2009). The rise in the number of preschool children diagnosed with different categories of disorders such as autism spectrum disorders requires initiatives. This ensures that children receive quality education, and are treated equally in the classroom setting. The inclusion of children with autism spectrum disorders in the special and regular education across the world requires strategic planning. The strategies developed to solve the various problems affecting the children require research information for them to be effective. It should be noted that different diagnostic categories of the autism spectrum could be applied with different outcomes in the patterns of the children’s language development. In their research Low and Lee (2011) investigate the communication skills, speech and language deficits that characteristics of children with autism spectrum disorders. They use language and speech therapy in the school setting to teach children with severe ASD basic communication skills. The research findings indicate that individualized teaching technique that seek to solve personal problems of communication of a child are the most effective. In the teaching process of language and speech to children exhibiting severe ASD, it is pertinent to study and understand the behavioral patterns of the child. The behavioral patterns of the child, as well as, their learning styles will determine the teaching approach to be used in the process. An example of a teaching approach occurs when the teacher seeks to develop the missing skills and enhance the existing ones. The teachers with a comprehensive understanding of the behavior and learning styles of children with severe ASD can be able to improve the learning experience of the child than when generalized techniques are adopted for all students (Warren et al, 2010). Studies performed to determine the recommended measure and evaluation techniques that can be adopted to test the efficacy of various interventions used for children with autism spectrum disorders indicate that replacement of the term functional speech with developmental framework is necessary. This replacement would help redefine the purpose of an intervention technique aimed at improving the language development in children. The common terminologies used in language development in children with autism spectrum disorders fail to capture the idea that there are different levels of development. Application of a term that distinguishes the difference that exists in the patterns of language development will help in the development of unique and effective diagnostic categories across the spectrum (Smith, Mirenda, Zaidman-Zait, 2007). Application of research in applied setting requires continuous monitoring to validate the efficacy of a recommended therapy. The language phase’s determination of a child should be done using multiple sources of information. Application of different information sets will help tracing the learning styles of the child as well as he progress rate indifferent language learning environments. In the study, five phases of language development were suggested. The first phase is preverbal communication where children adopt gestural and preverbal communicative means. This phase occurs during the ages of six months to twelve months after birth. The second phase is the first words phase where the child is supposed to utter words without imitating any one. This phase occurs between twelve to eighteen months after birth context (Koegel et al, 2010). The third stage is the word combinations phase where the child has some form of vocabulary where they are in a position to combine different parts of speech. This is phase occurs between eighteen to thirty months after birth. The fourth phase is sentences where children can combine the parts of speech to form a basic sentence. This occurs between thirty and forty eight months after birth. The last phase is the complex language phase where the child is able to communicate effectively using rich vocabularies (Cathy, 2002). Difficulties in Communication The inhibited development of communication skills of children with autism makes it be considered as a language disorder. The conversational shortcomings exhibited by children with autism indicate that there is a relationship between autism spectrum disorders and social and communication difficulties. The delay in language and speech development in children with the disorder varies from one individual to another. Some of the communication difficulties observed in children with the disorder include but not limited to repeated words, short attention span, unable to maintain a conversation and ambiguous verses. The reversal of pronouns by children with autism is another common characteristic that affects their speech development McDuffie & Yoder, 2010). Moreover, these children are not in a position to watch people. They easily lose focus of the direction the source is coming from and sometimes are not consistent with turning towards the source of a sound. These children have different complexities in the inhibited language development process. As a result, it would be wrong for a generalized learning process to them either in special schools or in the regular schools. These children exhibit challenges in understanding sounds or words thus the difficulty in deriving meaning from what is said to them as well as the experiences they go through. Collateral language acquisition in young children with autism Communication experts have indicated that children with autism use different communication techniques to make protests and requests. Others have argued that these children only communicate when they feel aggrieved or in need. A research carried out to investigate the effect of teaching questions that seek to enquire about something or a location. Moreover, the research sought to investigate the relationship between developing such questions and intrinsic reinforcement. This study provided an insight on the importance of inquisitive language habit. In language learning and social interactions, questions play a significant role in enhancing the comprehension of the context (Koegel et al, 2010). Children with autism are known not to use questions to build o comprehension. Rarely do such children ask follow up questions. The lack of application of questions in the communication process lowers the communicative competence of the individual. This is what happens in children with autism since they do not ask questions. This indicates lack of varied communicative forms, which is a characteristic of low communicative competence. This also interferes with the comprehension of information learnt from a certain setting. An assessment could be able to identify children that have not developed the use of questions in their communication process (Smith, Mirenda, Zaidman-Zait, 2007). Once the children are identified then they should be taught the appropriate use of questions such as, where is it. The use of reinforcements to support questions to be used by children will help in promoting comprehension. To enhance the communication process, a wide range of communicative functions would be necessary in increasing the communicative competence of the children. To support the learning process of a child, an intrinsic reinforces are useful when they ask a question. An example is giving a child a candle when they ask the question: where is it? (Lynn, Robert, Israel & Cynthia, 2010). References Andrea McDuffie, Paul Yoder and Wendy, 2005 ‘Stone Prelinguistic Predictors of Vocabulary in Young Children With Autism Spectrum Disorders.’ Journal of Speech, Language, and Hearing 1080 Research Vol. 48 1080–1097 Autism Language Development, autism speech, autism speech delay." Toddler Preschool and Baby Toys Educational and Developmental Games for Early Learning. N.p., n.d. Web. 4 Apr. 2012. . Cathy Urwin, 2002 ‘A psychoanalytic approach to language delay’. Journal Of Child Psychotherapy Vol. 28 No 1. 73–93 Ingersoll, B, & Lalonde, K., 2010, The Impact of Object and Gesture Imitation Training on Language Use in Children With Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, Vol. 53, 1040–1051 Koegel, LK, et al, 2010, Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism. J Autism Dev Disord 40:509–515 LOW Hui Min & LEE Lay, 2011 ‘Wah Teaching of Speech, Language and Communication Skills for Young Children with Severe Autism Spectrum Disorders: What Do Educators Need to Know?’ New Horizons in Education, Vol.59, No.3 Lynn Kern Koegel, Robert L. Koegel, Israel Green-Hopkins and Cynthia Carter Barnes, 2010 ‘Question-Asking and Collateral Language Acquisition in Children with Autism’ J Autism Dev Disord 40:509–515 Mari Riojas, 2011 ‘Culture, Play, and Family Supporting Children on the Autism Spectrum.’ Autism vol. 7 no. 4 437-453 McDuffie, A., & Yoder, P., 2010, Types of Parent Verbal Responsiveness That Predict Language in Young Children With Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, Vol. 53 1026–1039 Murray DS, et al, 2008, The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, Volume 23 Number 1 5-14 National Institute on Deafness and Other Communication, 2009. ‘Disorders Defining Spoken Language Benchmarks and Selecting Measures of Expressive Language Development for Young Children With Autism Spectrum Disorders’ Journal of Speech, Language, and Hearing Research, Vol. 52, 643–652 Smith, V., Mirenda, P., & Zaidman-Zait, A., 2007, Predictors of Expressive Vocabulary Growth in Children With Autism. Journal of Speech, Language, and Hearing Research, Vol. 50, 149–160 Warren, SF et al, 2010, What Automated Vocal Analysis Reveals About the Vocal Production and Language Learning Environment of Young Children with Autism. J Autism Dev Disord 40:555–569 Read More

The short-term predictive associations amongst children with autism spectrum disorder vary because of different reasons. According to a study conducted by Andréa and Paul(2010) t investigate the predictive associations that exist with varying types of parents and the language development of their children indicated that verbal utterances of parents are a leading contributor to the vocabulary base of a child. Verbal Child engagement by parents through follow-in comments during communicative development initiatives by the parent can be used to predict the language development of the child.

Moreover, the use of follow-in directives helps the children to respond positively to the utterances of their parents. Spoken vocabulary in children has a high correlation with the parent’s verbal utterances. Mitigation of language development in children with autism spectrum disorder can be implemented through a simple word learning strategy done by parents. This is where parents engage their children in their current attention and respond appropriately. Responsiveness of parents in the attention of their children as well as the comments they give concerning the objects or activities that are central to the attentions is crucial.

According to the findings of Andréa, Paul and Wendy (2010), the longitudinal correlation research identified a predictive association with the various categories of responsiveness among parents. A broad category of utterances from parents that were aimed at responding to a Childs attention or point of focus indicated positive association. Their study was statistically controlled to eliminate the differences in the opportunities that a parent had on responding. The application of synchronous as well as undemanding talking inform of follow in comments and follow-in directives is a critical feature for effective verbal communication in children.

However, their study had two key limitations. The dependence of parent reports as the central source of data could lead to misrepresentation of results. Parents will tend to post optimistic reports concerning the language development of their children. The second limitation of the study was the adoption of two variables assumed that a third viable could not be a significant determinant of the research findings context (Koegel et al, 2010). Automated vocal analysis The vocal production of young children with autism is influenced by the language-learning environment they are in.

The role of adults in the development of language in children with autism has been intensifying over the years. From birth, children are exposed to significant amounts of language elements every day. This can be referred to be natural curriculum that every individual who has to learn to speak in a developed language has to go through. Fine-tuning the developed language of adult s to fit into the child’s language level is important in helping them to learn the natural curriculum faster. Children should be considered t be active recipients of verbal communication from infancy and not passive recipients.

Adults can adopt different techniques such as simplified vocabulary or higher pitch to relay basic vocabulary to a child (Warren et al, 2010). Research findings on the relationship between language learning environment and language development in children with ASD indicate various things. First, the challenges that these children have in language learning environment are because of social communicative skills. The findings are presented in a cumulative, long-term manner demonstrating that the therapy time experienced by a child inclusive of the communication rich characteristics has an impact on the language development in the child.

An understanding of social environmental factors that contribute to autism and the intervention research necessary for identification of an assessment that is effective in evaluating a child is necessary. Moreover, it is very complicated to measure non-verbal behaviors during vocal analysis (National Institute on Deafness and Other Communication, 2009).

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