Communication and Language Skills of Autistic Spectrum Disorders in Children and Their Parents' Emotions

Abstract

Background: Autism spectrum disorder (ASD) is a developmental disability, which is a biologically based neurodevelopmental disorder that affects a child’s social interaction and communication skills. Core deficits are identified in two domains: social communication/interaction and restrictive, repetitive patterns of behavior. Children and youth with ASD have service needs in behavioral, educational, health, leisure, family support, and other areas. Autism is a set of heterogeneous neurodevelopmental conditions, characterized by inability to acquire social skills, repetitive behaviors and failure of speech and nonverbal communication development. Objective: To examine frequency, correlation and predictivity of communication and language skills of autistic spectrum disorders (ASD) children and their parents’ emotions. Methods: The sample consisted of 80 participants who are parents of children with ASD. The study was performed using a questionnaire made out for this research. Three groups of variables were analyzed: parental emotions variables; child’s communication variables, child’s language variables. Statistical analysis was performed by SPSS, and included basic statistical parameters and multiple regression analysis. Results: The most common ways of communicate for children with ASD are: Allowing to cuddle; Recognizes familiar faces; and Makes it known when he needs help or wants an item. The most common language forms of children ASD are: Following simple instructions; Understanding connected words/phrases; Pronouncing single words; and Looking at when called by name. Parents of children with ASD expressed the greatest agreement with the following statements: “My child is more demanding than most other children”; “It seems to me that my child is very sensitive and easily upset”; “My child can’t do much of what he’s expected to know to do”, and “I often lack energy.” Conclusion: Parents of children with ASD proved that their children have significant delays in communication and language. Developed communication and language skills of the child with ASD are valid predictors of parents’ emotions/attitudes. Speech and language therapy work focused on developing the ASD child’s communication and language skills can be expected to improve parents’ emotions/attitudes.

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

“…De la misma manera, los procesos cognitivos y de funcionamiento ejecutivo se ven afectados por las limitaciones en el lenguaje (Rossi et al, 2013). Varios estudios demuestran que, al no presentar un lenguaje expresivo adecuado para su edad cronológica, aparecerán alteraciones en el pensamiento lógico, la memorización y problemas de conducta dificultando, así el correcto desarrollo de las funciones cerebrales durante las primeras etapas del crecimiento madurativo (McIntosh et al, 2016;Ibrahimagić et al, 2022). En la Tabla 1, se presenta un resumen de las principales alteraciones cognitivo-lingüísticas de las personas con TEA y epilepsia en la etapa infantil:…”

A Psycholinguistic Training to Improve Expressive Language Among Children with ASD

“…Among the features of expressive speech in autism spectrum disorders, it is customary to distinguish echolalia, verbal rituals, the use of neologisms and idiosyncratic speech, the misuse of personal pronouns and verb endings (Akhmetzyanova, Artemieva & Gryaznova, 2021). These children exhibit very unusual language and communication patterns, such as stereotyped speech, and odd and ritualistic behaviors (Ibrahimagic et al, 2021).…”

Effectiveness of DIR/Floor Time Play Therapy in Social Skills and Emotion Regulation of Children with Autism Spectrum Disorder

“…As a result, these children miss the opportunities to participate in exciting experiences with others. They manifest instances of immaturity in communication skills, leading to emotion management defects (15,16). In this regard, some studies have reported that autistic individuals have trouble identifying emotions (10,17,18).…”