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Communication Issues for Children With Autism

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Children with autism spectrum disorder (ASD) can find it hard to relate to and communicate with other people. They might be slower to develop language, have no language at all, or have significant difficulties in understanding or using spoken language. Children with ASD often don’t understand that communication is a two-way process that uses eye contact, facial expressions and gestures as well as words. It’s a good idea to keep this in mind when helping them develop language skills. Some children with ASD develop good speech but can still have trouble knowing how to use language to communicate with other people

They might also communicate mostly to ask for something or protest about something, rather than for social reasons, like getting to know someone.

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Communication begins long before we learn to talk. In the first few months of life, babies show their interest in communicating by listening intently to the sound of the human voice, looking at people's faces when they talk, and then engaging in back-and-forth babbling games with their parents. These exchanges of sounds and smiles between an infant and his caregiver are the baby's first conversations, even though he has never uttered a word. Around the first year of life, infants imitate their parents’ actions and single words. Then they start to use their first words on their own and, once they have many single words, children start to use little two-word sentences. For children with Autism Spectrum Disorder, communication development happens differently and more slowly. Because of the sensory challenges associated with the disorder, children with autism might seem more interested in environmental sounds, like the whirring of a fan or vaccuum than in the sound of people talking. They may seem distracted or even seem not to hear what people say. No one knows exactly why, but children with ASD do not naturally imitate in the same way as other children. They either don’t imitate at all or they imitate whole sentences (called echoes) without always understanding the meaning of the things they are saying. Among children who don’t use echoes, first words are often delayed and are sometimes unusual (like numbers or letters of the alphabet).

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Being socially handicap is one of the most defining and handicapping features of Autism. One of the most important parts in Autism research is improving social function. Many social experiments have been published in autism literature (Stacey, P., 2003). Children with autism are responsive to a variety of interventions aimed at increasing their social engagement with others. Successful strategies such as peer tutoring have involved autistic children. Several studies have demonstrated that social engagement directly affects other important behaviors like language, even when these behaviors are not specifically targeted by the teaching program. While an area of severe involvement, social behavior is also responsive to intervention. I believe this critical essay is an important part of my research because it gives the background of Autism and extensive information on what measures need to be taken to improve the social behaviors of Autistic children

In the past ten years there has been an explosion of literature fiction and non-fiction, in which autism plays a key role. This critical essay explores the diverse genre that has resulted and examines some of its effects on the evolution of our understanding of autism and on our ability to talk about autistic experience. The role of the Internet in enabling autistic people to interact with others while avoiding the difficulties of face-to-face interaction. It proposes that the public fascination with autistic texts mirrors the dominance of the Internet in daily life. Both texts and the Internet represent changes in communication (Sansosti F.J., 2008).

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All in all, for people who have people with such challenges its incumbent for them to understand them so as to help them to cope with the various challenges of life in school, work, home and social gatherings. Its unfortunate there is no known cure to this condition but the victims if assisted can manage to grow to independency though it depends with the intensity of this disorder.

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Stacey, P. (2003). The boy who loved windows: Opening the heart and mind of a child threatened with autism. Cambridge, MA: Da Capo Press.

Sansosti F.J. and Powell-Smith K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders,” Journal of Positive Behavior Interventions, Vol. 10, No. 3, pp. 162-178.

Journal of Autism and Developmental Disorders 2000-10-01Springer Netherlands 0162-3257 Behavioral Science 399, 409, 30, 5.

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