Language & Autism - Theory

The individuals that I’ve met having the characteristics of autism, each develop with a unique and wide range of traits. Each profile of traits has been pervasive and probably lifelong but never similar to others who have been identified as autistic. Strategies for growth have been more effective when tailored to match each unique profile. Recognizing the features that contribute to a profile of autism have allowed for a more accurate assessment and diagnosis. Recognizing that each of these features has often been observed within a wide spectrum of ability and development has led to a more effective, individualized approach for learning and growth.
        Diagnosis is a requirement in many instances to obtain medications and services. Professionals diagnose Autism Spectrum Disorder based on criteria listed in the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5). The diagnosis is then translated into the required International Statistical Classification of Diseases and Related Health Problems, tenth revision (ICD-10) code. This code is needed for reimbursement and reporting. There are significant changes in the structure and labels within the DSM-5. It appears that the newly defined Autism Spectrum Disorder is much more narrow and specific. For some individuals a diagnosis of Language Disorder or Social (Pragmatic) Language Disorder may more closely describe the characteristics of an individual. Please consult these publications for specific criteria and pertinent information.
        Research results have often been sparse and disappointing. Finding a homogeneous group to study is a daunting if not impossible task. The validity of results is often in question. Autism is complicated and an underlying trait may manifest itself in a variety of ways that divert learning and alter typical development. A framework for typical acquisition of cognitive, linguistic, and social skills may offer valuable insight into the development of critical features of thought and communication. Such insights may suggest more effective strategies for growth and development for some autistic persons.

Pick a Feature, Criteria or Framework Topic

FEATURE
Profile     Sensory Aspects     Motor Movements     Perseveration     Echolalia     Speech Parameters    
Language Parameters     Emotions     Joint Attention     Perspective     Social Interaction     Anxiety     Cognition     Reading

CRITERIA
DSM-5: Autism Spectrum Disorder     DSM-5: Social (Pragmatic) Communication Disorder     DSM-5: Language Disorder    
DSM-5: Selective Mutism     DSM-5: Social Anxiety Disorder     DSM-5: General Anxiety Disorder    
DSM-5: Obsessive-Compulsive Disorder     DSM-5: ADHD     DSM-5: Reactive Attachment Disorder     ICD-10

FRAMEWORK
Developmental Triad     Event     Code     Social Acts     Story     Play     Games     Humor     Dialogue    
Mental States     Executive Function     Coherence     Memory     Nonverbal Communication    Milestones    
Support    Manipulatives/Visuals/Text/Technology     Structure     Assistive Technology     Difference/Disability