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Language Characteristics

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Autism
Autism:
"Autism spectrum disorder is a serious neurodevelopmental disorder that impairs a child's ability to communicate and interact with others. It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning."(By Mayo Clinic Staff)
Language Characteristics "Although the ability to exchange meaningful messages is the heart of communication, it is important to look at the characteristics of the language used to convey the messages. Individuals with autism spectrum disorder may:
Appear to have a good vocabulary and a sophisticated command of the language system based on their verbal utterances.
In some instances sophisticated …show more content…

Appear to have difficulty recognizing in contextual (conversational) or text (print) situations that certain vocabulary words may have alternative meanings.
Appear to respond to suggestions, directions, or information in a very literal manner.
Appear to have some difficulty grasping the main idea, drawing conclusions and making other inferences from conversation, text, TV programs, and movies.
Appear to have difficulty understanding humor in television programs, movies, cartoons (animated and static), and everyday interactions.
Appear to have difficulty with WH question forms such Who, What, Where, When, Why, How and others.
Appear to understand basic sentence structure but may have more difficulty with more complex sentences that contain embedded and subordinate clauses.
May primarily attend to key words rather than to the message conveyed by the grammar; may also have difficulty understanding the grammar and thus resort to the key word strategy.
Will experience difficulties in reading comprehension if comprehension of oral language is …show more content…

Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no studies explore the relationship between cognitive or language skills and intelligibility. Aims: This study sought to determine whether severity of speech disorder correlates with language and cognitive level and to classify the types of errors, developmental or non-developmental, that occur in the speech of children and adolescents with Down's syndrome. Methods & Procedures: Fifteen children and adolescents with Down's syndrome (aged 9-18 years) were recruited. Participants completed a battery of standardized speech, language and cognitive assessments. The phonology assessment was subject to phonological and phonetic analyses. Results from each test were correlated to determine relationships. Outcome & Results: Individuals with Down's syndrome present with deficits in receptive and expressive language that are not wholly accounted for by their cognitive delay. Receptive vocabulary is a strength in comparison with expressive and receptive language skills, but it was unclear from the findings whether it is more advanced compared with non-verbal cognitive skills. The majority of speech errors were developmental in nature, but

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