1

Communication and Language Characteristics of Autism Spectrum Disorders

Maria Allsup

UMass Global (Brandman University)

EDUU 575
 2

Autism spectrum disorder (ASD) is a neurological developmental disorder that affects

how individuals communicate with others, interact with others, and how they learn new

information. Vanderbilt University (2024) explains that there is no medical test for ASD, but

pediatricians and psychologists are able to test for an ASD diagnosis through information

gathered. Some information that they gather include behavioral observations, information from

family members or other caregivers, and conducting systematic testing. After all the information

has been gathered, a pediatrician or psychologist can determine if the child meets the criteria of

an ASD diagnosis through the DSM-5 (Vanderbilt University, 2024). Once a child has a

diagnosis, they are able to receive different services, from at-home services to services in the

school setting that support in the areas of behavior, academics, communication and language,

and social skills.

Individuals with ASD may often struggle with social communication and

speech/language impairments. Some individuals may have mild impairments while other

individuals may have more severe impairments and can be diagnosed as non-verbal. Dr. Pratt,

Hopf, and Larriba-Quest (2017) described some signs of social communication impairments for

individuals with ASD included lack of eye contact and the inability to initiate or respond to

communication with a partner. Common social communication difficulties for individuals with

ASD can include rejecting or ignoring social interaction, not being interested in playing with

peers, lack of interest in conversation if it nos a preferred topic, unable to understand body

language, taking turns, asking questions related to the topic being discussed, and understanding

the other person’s perspective (Dr. Pratt et al., 2017). The CDC (2022) article aligns with Dr.

Pratt et al. as it provides other examples, in addition to Dr. Pratt’s examples, of social

communication/interaction characteristics related to ASD which include: not being able to share
 3

with others, unable to notice when someone is hurt or upset, unable to notice when other children

join them in play, does not pretend play (i.e. pretending to be a teacher, princess, superhero, etc.),

and will not engage in song/dance/act by the age of 5.

In the area of speech/language impairments, Dr. Pratt et al. (2017) explains that those

with ASD can express their thoughts verbally, however, others may be nonverbal. For those who

are nonverbal, they may experience a delay in spoken language and are unable to communicate

effectively. For those who are verbal, they demonstrate characteristics such as echolalia,

inappropriate word use, and abnormal use of pitch and tone. For individuals with ASD who are

either verbal or non-verbal, they may experience difficulties with a delayed vocabulary

development, difficulty following instructions, difficulty understanding abstract concepts, and

difficulty interpreting social language (sarcasm and jokes) .

Despite all of the difficulties related to social communication and speech/language

impairments for individuals with ASD, there are interventions that can support them in those

areas. Bejarano-Martin et al. (2021) completed a pilot study in which they focused on social and

communication intervention on preterm children with ASD. Their findings indicate that

low-intensity interventions that target social and communication skills can have positive changes

in core developmental difficulties for preterm children with ASD. Interventions such as speech

therapy can help support individuals with ASD who are either verbal or nonverbal. For

individuals who are nonverbal or whose speech is not functional, an Augmentative and

Alternative Communication (AAC) system may be required. There are two forms of AAC

systems which are unaided and aided. Unaided forms include using gestures and/or manual sign

language while aided forms include Picture Exchange Communication System (PECS), writing

on paper, using a communication board and pointing to pictures, speech-generating devices,

 4

and/or exchanging symbols (Ganz et al., 2011). It is important to note that an AAC device is

augmentative when it is used as a supplement to support existing speech and it is alternative

when it is used in the place of speech that is not there or is not functional (American

Speech-Language-Hearing Association, n.d.).

AAC devices are tools that not only those with ASD are able to use to communicate, but

also for those who have a communication or speech/language impairment. “As illustrated in Fig.

1, the impact of AAC on communication skills appears greater than for other behavior

categories; however, AAC seems to positively impact social skills, challenging behaviors, and

spelling” (Ganz et al., 2011, p. 71). The quote indicates that when a child or individual is given

the opportunity to communicate and express themselves, whether it be verbally or through a

device, they are also given the opportunities to build social skills thus improve their behaviors.

Communication and language is how every being is able to express their wants, needs,

and preferences. When communication and language is taken away or is more difficult to obtain,

behaviors arise and learning and socialization skills regress. Nevertheless, when individuals with

and without ASD are given tools to use that help them communicate and socialize in society, we

begin to see positive impacts on their daily lives.

 5

References

American Speech-Language-Hearing Association (n.d.). Augmentative and Alternative

Communication (Practice Portal). Retrieved month, day, year, from

www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-

Communication/.

Bejarano-Martín, A., Canal-Bedia, R., Magán-Maganto, M., Hernández-Fabián, A.,

Calvarro-Castañeda, A. L., de Dios, S. M., Malmierca-García, P., Diéz-Villoria, E.,

Jenaro-Río, C., & de la Paz, M. P. (2021). Effect of a Focused Social and

Communication Intervention on Preterm Children with ASD: A Pilot Study.

Journal of Autism and Developmental Disorders, 52, 1725–1740.

https://doi.org/10.1007/s10803-021-05068-8

Centers for Disease Control and Prevention. (2022, December 9). What is autism spectrum

disorder?. Centers for Disease Control and Prevention.

https://www.cdc.gov/ncbddd/autism/facts.html

Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B.

(2011). A meta-analysis of single case research studies on aided augmentative and

alternative communication systems with individuals with autism spectrum

disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74.

https://doi.org/10.1007/s10803-011-1212-2

Pratt, C., Hopf, R., & Larriba-Quest, K. (2017). Characteristics of individuals with an

autism spectrum disorder (ASD). The Reporter, 21(17). Retrieved from

https://www.iidc.indiana.edu/pages/characteristics.
 6

Vanderbilt University . (2024). Autism Spectrum Disorder (Part 1). IRIS Center.

https://iris.peabody.vanderbilt.edu/module/asd1/cresource/#content