Communication with Autistic Individuals - Essay Example

? Significance of Understanding Typical Language and Communication Development for a Practitioner Working with Autistic Individuals Student Number Course Name and Number Name of Professor Date of Submission Number of Words: 2,043 Introduction As a life-long non-curable disease, autism spectrum disorder (ASD) is a neural developmental disorder that is often characterized by having impaired verbal or non-verbal communication and social interaction aside from showing repetitive behavior such as the act of arranging objects in stacks or lines, continuous hand flapping or making unusual sounds, body rocking, and ritualistic behavior like eating the same food each day or performing a ritual when dressing (National Institute of Mental Health 2010; Geschwind 2008; Lam and Aman 2007). Even though autism is considered as a hidden disability (Rosenblatt 2008, p. 37), Baird et al. (2006) reported that more than half a million individuals in UK have autism. Autism can lead to learning disorder. In line with this, the National Institute of Neurological Disorders and Stroke (2010) revealed that there is a high risk that autistic children may experience fragile X syndrome – causing mental retardation, tuberous sclerosis – tumor in the brain, epileptic seizures, ADHD, learning disabilities, and Tourette syndrome – a neuropsychiatric disorder that is characterized by multiple physical tics or at least one vocal tic. In relation to the onset of Tourette syndrome, ‘motor tics’ are considered as a sudden repetitive non-rhythmic movement whereas ‘phonic tics’ are characterized by sudden repetitive utterances which are produced by moving air through the throat, nose, or mouth (Leckman et al. 2006). In most cases the presence of uncontrolled and severe motor and phonic tics could lead to dyslexia – reading disabilities, dysgraphia – written language disabilities (LD Online 2008). Because of the learning difficulties associated with autism, it is important to extend a special learning support to autistic students. Although autism is known as an incurable disability, the provision of special learning support could significantly change the lives of autistic individuals in a more positive way. This report will first discuss the importance of early educational intervention in autistic child’s learning development. As part of determining the strategic ways on how special school teachers could cater the special needs of children with autism, this report will explore the significance of understanding typical language and communication development for practitioners who are working with autistic individuals. Importance of Early Educational Intervention in Autistic Child’s Learning Development Autistic individuals are experiencing communication problems related to the use of speech and language simply because autistic school-age children do not realize the importance of communicating to other people. According to Meyers and Johnson (2007), the use of educational intervention as soon as a child has been diagnosed with autism spectrum disorders is more beneficial on the part of the autistic children as compared to leaving the child socially isolated for a very long time. With the provision of special learning support, the ability of autistic children to learn the proper use of language can progress at a much slower phase as compared to school-age children without autism. In line with this, the use of educational intervention could not only improve the child’s ability to develop their independence from their parents but also improve their academic learning experiences and ability to socialize and communicate with other children. In the long-run, autistic children who are given the opportunity to attend school are expected to be able to improve their adaptive skills by learning how to control their interfering behaviors. The cost of hiring 1:1 ratio between the special school teacher and autistic student is very high. Aside from providing autistic children with intensive intervention of at least 25 hours per week and 12 months per years (Meyers and Johnson 2007), it is more advisable to maintain a small group of autistic students under the guidance of a special school teacher. Likewise, special school teachers are also required to understand and document each student’s learning development since recording the learning progress of each student will allow the professional practitioners to keep track on the learning growth of the learners and adjust to the child’s ability to speak, read and write. Significance of Understanding Typical Language and Communication Development for Practitioners who are working with Autistic Individuals The case of autistic students is unique in the sense that there are some students who may suffer from one or more of the following disorders: fragile X syndrome, tuberous sclerosis, and/or epileptic seizures whereas other students may show signs of attention deficit disorder or Tourette syndrome. Language and speech practioners should be aware that autistic students may experience cognitive problems, physical disorders, sensory impairments, behavioral abnormalities and/or emotional difficulties (National Institute of Neurological Disorders and Stroke 2010). For this reason, language and speech practitioners should accurately identify the specific needs of each student to make them easily address the students’ learning barriers. Language and speech practitioners who are assigned to work with autistic children should be aware that learning the use of language can be very difficult and frustrating on the part of autistic children (Quill 1995, p. 43). Since it is not easy on the part of autistic children to adopt with the demands of language and speech practitioners, individuals who are assigned in handling the learning growth of autistic children should have more patience especially when the student stutter when they speak simple words and phrases. Likewise, practitioners should be aware that there are cases wherein autistic children could express their sadness and displeasure through screaming (ibid). The problem with autism is that children with this kind of learning disorder may slowly learn the use of language or not at all (Mignano 2010, p. 11). In line with this, there are some autistic children who may use words without fully understanding the meaning of the words they use (Mignano 2010, p. 11; Potter and Whittaker 2001, p. 57). Since majority or almost all of the autistic children do not fully understand the need to communicate with other people, language and speech specialists who are currently working with autistic children may find it very difficult to teach autistic children (Autism Education Trust, 2011). On the part of the language and speech practitioners who are working with autistic individuals, understanding typical language and communication development skills is important in terms of increasing their success rate in communicating and teaching autistic children the importance of using proper verbal and non-verbal communication techniques. Aside from using simple and short verbal cues in communication, Bogdashina (2005, pp. 135 – 136) revealed that communicating with autistic children should consider the significance of non-verbal or sensory-based communication technique (i.e. visual, tactile, kinaesthetic, auditory, smell, or taste language) in capturing the interest of autistic children. Autistic children often have short-attention span which makes it difficult for them to comprehend with long verbal information (Quill 1995, p. 49). Since mental activity is not limited to cognitive development but also the child’s determination to learn and affect (feelings) (Hobson 2002, p. xiii), language and speech practitioners should take it as a challenge to determine how to make full use of special learning tools that could stimulate the child’s five senses. As compared to students with normal learning capabilities, several authors revealed that autistic children requires a lot of visual learning support and lesser distractions (Bogdashina 2005, p. 136; Peeters 2000). In line with this, a good example of using visual sensory-based technique in teaching autistic children is the use of visual objects or images. By allowing an autistic child to become exposed in a series of visual aids or by simply letting them watch a short-film, practitioners who are directly involved in the learning of autistic children could encourage this group of children to create pictures in their thoughts or recall what they have seen in the short-film (Bogdashina 2005, p. 135). Eventually, exposing them to visual stimulation could make them unconsciously respond to what they have seen in a picture or film. Bogdashina (2005, p. 135) revealed that there are some autistic children who may experience “severe perceptual problems”. Since there is a small percentage wherein an autistic student could experience problem trying to retrieve mental images when responding to verbal cues, speech and language practitioners should take advantage of combining the use of other tools that could stimulate the child’s learning progress (i.e. hearing senses, kinaestetics, or emotional being). By exposing the child in a repetitive auditory stimulation combined with physical movements such as the use of gesture signs or allowing the child to touch the surface of an object (Bogdashina 2005, p. 136), the autistic child can eventually learn to understand what the language and speech practitioner is trying to convey to the child. For example: Practitioners can make use of a tape recorder to allow an autistic child to listen to the sound patterns on how each word should be properly pronounced. According to Quill (1995, p. 43), there are quite a lot of autistic children who managed to learn how to sing before they even learn how to speak. Other than the use of singing or music as a mode of teaching the child how to speak the language we commonly use each day (Potter and Whittaker 2001, p. 57), language and speech practitioners should also consider the use of play and drama when teaching children with autistic spectrum disorders (Sherratt and Peter 2002). Aside from the use of senses as a strategy in teaching autistic children to learn the proper use of words in verbal communication, Hobson (2002, pp. 2 – 3) explained that speech and language practitioners who are working for autistic children should know by heart that social engagement serves as the foundation or motive for the child to use language in communicating to other people. For this reason, it is crucial on the part of the practitioners to develop strategic ways on how they can get autistic children to be involved in group work or social interaction with other children their age. In line with this, several authors revealed that encouraging autistic children to participate in group games is one of the best strategies that could enable the practitioners improve the child’s acceptance, attitude and perception about socialization (Potter and Whittaker 2001, p. 62; Quill 1995, p. 74). Conclusion and Recommendations Since autistic children are not interested in communication and socializing with other people, it is never easy to work with autistic individuals. By fully understanding the typical language and communication development, language and speech practitioners who are working with autistic children could minimize the risk of making this group of learners become irritated and frustrated in learning how to communicate with other people. This is important in terms of preventing autistic children from isolating themselves from other students. There are quite a lot of strategies that can be used in enabling the language and speech practitioners are able to provide the special learning needs of children with autism spectrum disorders. Depending on the learning barriers of each student, practitioners can consider the use of different teaching and learning techniques that could trigger the students’ five senses (i.e. the use of singing and music, drama and play, visual aids, body movements and signs, etc.). Each student with autism may experience different physical impairment which could hinder their ability to learn the proper use of language in communication. For this reason, language and speech practitioners should record and take note about the child’s learning development. For instance: Autistic student with phonic tics may experience difficulty in pronouncing the words properly. Therefore, practitioners could consider the assistance coming from speech-language pathologists when determining the best solution on how to control the child’s sudden repetitive utterances when speaking. In case the child is having severe behavioral problems, practitioners may seek the assistance of behavioral therapist in order to control the child’s behavioral problems. Handling a group of students with autism spectrum disorders can be very difficult to manage. To increases the chances of being able to enhance the learning abilities of autistic children, language and speech practitioners should seek guidance and professional intervention coming from a wide-range of special language educators such as the professional speech-language pathologists, behavioral therapists, occupational therapists, physical therapists, and psychologists or counselors (U.S. Government Accountability Office, 2005, p. 19). By working with other group of professionals who have the expertise in dealing with autistic children, language and speech practitioners who are working directly with autistic children will be able to have better understanding with regards to the use of effective teaching and learning intervention techniques. References Autism Education Trust. (2011). Speech and language therapy. [online] Available at: [Accessed 6th May 2011]. Baird, G., et al. (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP). The Lancet , 9531, pp. 210-215. Bogdashina, O. (2005). Communication issues in autism and Asperger syndrome: do we speak the same language? London: Jessica Kingsley Publishers. Geschwind, D. (2008). Autism: many genes, common pathways? Cell , 135(3), pp. 391-395. Hobson, P. (2002). The Cradle of Thought. London: Macmillan. Lam, K., and Aman, M. (2007). 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