Early communicative development of young children with autism spectrum disorder is similar to and different from that of typically developing young children. Given that most kids with autism are not spotted until they are the age of two years or later, it is quite hard to study very early language development of autistic kids (Kuder, 2018). According to recent studies, kids at superior risk for autism tend to be behind their low-risk peers in the development of receptive language. However, those that do not develop autism generally improve on measures of receptive language after the age of two years (Kuder, 2018). Interestingly, autistic and non-autistic kids are not different on other measures of language distinction or on parent records on communicative development.
Autistic kids, as observed, are less likely than normally developing kids to share their attention with a care giver over an activity or object. These kids tend to initiate and react to merged associations less often even when compared to other kids with developmental issues (Kuder, 2018). Furthermore, young autistic kids utilize less vocalizations and nonverbal gesticulations than kids with language issues and intellectual disabilities or normally developing kids. The early development of an autistic kid or the lack of early development contributes to the kid’s later language hardships. Piaget, a well known psychologist believes that cognitive development comes before language (Kuder, 2018). This means that language development takes place only after precondition cognitive attainments have taken place.
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Physiological development has been determined as a must for the development of language, especially in autistic kids. Although the role of cognitive development is uncertain, there is no doubt that without proper physical growth, language is most unlikely to develop (Kuder, 2018). Families and parents are responsible for providing socialization chances that promote their autistic kids to interact in increasingly sophisticated manners. That is why the lack of early development leads to the kid’s later language hardships.
Reference
Kuder, S.J. (2018). Teaching students with language and communication disabilities . 5th Edition. New York: Pearson.
