1. TEACHING LANGUAGE FOR CHILDREN WITH AUTISM MSPED 220

2. INTERMEDIATE LANGUAGE LEARNERS (CHILDREN WITH ASD) Jayson Hernandez Ricky Tadlip

3. INTERMEDIATE LANGUAGE LEARNERS Children with Autism Spectrum Disorder (ASD) can be considered intermediate language learners due to the unique challenges they face in language acquisition. While they may have some foundational language skills, such as basic vocabulary and grammar, they often struggle with more advanced language concepts, such as understanding sarcasm, figurative language, and social cues.

4. Additionally, children with ASD may have difficulty with pragmatic language skills, which involve using language appropriately in social situations. For example, they may have difficulty understanding and using appropriate conversational turn-taking, maintaining eye contact, and interpreting facial expressions and body language.

5. UNDERSTANDING OF LANGUAGE According to the National Institutes of Health, children with ASD are often self-absorbed and seem to exist in a private world in which they have limited ability to successfully communicate and interact with others. Children with ASD may have difficulty developing language skills and understanding what others say to them. They also often have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.

6. Children with Autism Spectrum Disorder (ASD) may have difficulties in understanding language, which can affect their communication and social interaction skills. Some of the challenges that children with ASD may face in language understanding include: 1. Difficulty with interpreting non-literal language 2. Difficulty with processing information 3. Difficulty with social communication 4. Difficulty with abstract concepts

7. 1. Difficulty with interpreting non- literal language. Children with ASD may have difficulty understanding figurative languages such as idioms, sarcasm, and metaphors. They may also take language literally and struggle with jokes or irony.

8. 2. Difficulty with processing information. Children with ASD may have difficulty processing auditory information and may need additional time to understand spoken language. They may also struggle to filter out background noise or distractions.

9. 3. Difficulty with social communication. Children with ASD may struggle with social communication, which can make it challenging for them to understand social cues and engage in conversation. They may also have difficulty interpreting facial expressions and body language.

10. 4. Difficulty with abstract concepts. Children with ASD may struggle to understand abstract concepts such as time, space, and emotions

11. LANGUAGE USE Children with Autism Spectrum Disorder (ASD) use language in unique and varied ways. Some children with ASD may have delayed language development, while others may have precocious language development but struggle with pragmatic language skills, such as understanding and using social cues and appropriate conversational skills

12. Some common language characteristics of children with ASD include: 1. Echolalia 2. Pronoun reversal 3. Literal interpretation 4. Difficulty with social communication 5. Highly focused interests

13. 1. Echolalia The repetition of words or phrases that they hear, either immediately or at a later time.

14. 2. Pronoun Reversal The use of pronouns incorrectly or interchangeably, such as referring to themselves as "you" or using "he" or "she" inappropriately

15. 3. Literal Interpretation Taking language literally and having difficulty understanding sarcasm, irony, or figurative language

16. 4. Difficulty with Social Communication Struggling with the use of language in social situations, such as making eye contact, interpreting facial expressions, and using appropriate conversational skills

17. 5. Highly Focused Interests Having a specific and intense interest in certain topics or subjects, and often using advanced language to describe and discuss them

18. Note: These language characteristics are not present in all children with ASD, and the severity of these traits can vary widely. However, they do provide insight into some of the unique ways that children with ASD use language.

19. ECHOLALIA Children with Autism Spectrum Disorder (ASD) frequently repeat words or phrases they have heard from others or in the media, a communication habit known as echolalia. It is frequently seen as a step in the early formation of language in typical language learners, although it can continue in children with ASD as a mode of communication or a self-control habit

20. There are two types of echolalia: 1. Instantaneous Echolalia 2. Delayed Echolalia Delayed echolalia is the repetition of words or phrases that were previously heard, whereas immediate echolalia is the repetition of words or phrases that were just spoken to the kid.

21. Children with ASD may employ echolalia for both functional and non-functional reasons. Echolalia, for instance, can be used to express a particular need or want, to self-soothe or control emotions, or to demonstrate interest or attract others' attention. It may also be a dysfunctional behavior that prevents the development of language and social skills.

22. GESTURES Gestures play a critical role in the development of language in typically developing children as well as children with developmental delays, including ASD; however, less is known about how gestures relate to specific aspects of language in young children. In typical development, significant longitudinal relations have been observed between gesture use and receptive as well as spoken language.

23. With difficulty using verbal language, intermediate language learners with autism spectrum disorder (ASD) may complement their communication with a variety of gestures. With ASD, intermediate language learners frequently utilize the following gestures:

24. 1. Pointing: They can express their needs or wants by pointing to a particular object, image, or location. To improve communication, pointing can be done while maintaining eye contact.

25. 2. A person may desire to share something with someone else or call attention to something by displaying an object or item to them.

26. 3. Nodding or shaking your head might express agreement or disagreement with what is being spoken.

27. 4. Facial expressions: Expressions on the face, such as a smile, a frown, or raised eyebrows, can represent feelings or intentions.

28. Note: It is important to note that the gestures used by intermediate language learners with ASD may vary depending on the individual and their communication needs. Additionally, gestures may be combined with vocalizations or speech to enhance communication effectiveness.

29. REFERENCES  American Speech-Language-Hearing Association. (n.d.). Autism (Autism Spectrum Disorder). https://www.asha.org/public/speech/disorders/autism/ https://www.asha.org/public/speech/disorders/autism/  Autism Spectrum Disorder: Communication Problems in Children. (2020, April 13). NIDCD. From https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems- children#:~:text=Children%20with%20ASD%20may%20have,eye%20contact%2C%20and%20facial%20expre ssions. https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems- children#:~:text=Children%20with%20ASD%20may%20have,eye%20contact%2C%20and%20facial%20expre ssions  Autism Spectrum Disorder. (2021). National Institute of Mental Health (NIMH). https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd  Manwaring, S. S., Mead, D. L., Swineford, L., & Thurm, A. (2017). Modelling gesture use and early language development in autism spectrum disorder. International Journal of Language & Communication Disorders, 52(5), 637–651. https://doi.org/10.1111/1460-6984.12308https://doi.org/10.1111/1460-6984.12308

30. Thank You!!!