LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:1 January 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Sentence Type Usage by Autistic Children

Rohila Shetty, MASLP, Ph.D. Scholar
T.A. Subbarao, Ph.D.
Aparna Hariharan, MASLP

Introduction

Autism is a name given to a set of neurodevelopmental disorders in which the communicative aspects and the interaction of a person with other people is impaired. Autism is a spectrum that encompasses a wide range of behaviours. The common features include impaired social interactions, impaired verbal and nonverbal communications, and restricted and repetitive patterns of behaviour. This aspect is reflected in the criteria given by Diagnostic and Statistical Manual of Mental Disorders -V (2012). A summary of the DSM V criteria for autism spectrum disorder is given below: (Aspiewriter, 2012)

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays, and manifest by all 3 of the following:

1. Deficits in social- emotional reciprocity; ranging from abnormal social approach and failure of normal back and forth conversation through reduced sharing of interests, emotions, and affect and response to total lack of initiation of social interaction.

2. Deficits in nonverbal communicative behaviours used for social interaction; ranging from poorly integrated-verbal and nonverbal communication, through abnormalities in eye contact and body-language, or deficits in understanding and use of nonverbal communication, to total lack of facial expression or gestures.

3. Deficits in developing and maintaining relationships, appropriate to developmental level (beyond those with caregivers); ranging from difficulties adjusting behaviour to suit different social contexts through difficulties in sharing imaginative play and in making friends to an apparent absence of interest in people.

B. Restricted, repetitive patterns of behaviour, interests, or activities as manifested by at least two of the following:

1. Stereotyped or repetitive speech, motor movements, or use of objects (such as simple motor stereotypies, echolalia, repetitive use of objects, or idiosyncratic phrases).

2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behaviour, or excessive resistance to change; (such as motoric rituals, insistence on same route or food, repetitive questioning or extreme distress at small changes).

3. Highly restricted, fixated interests that are abnormal in intensity or focus (such as strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).

4. Hyper-or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment (such as apparent indifference to pain/heat/cold, adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects); APA 2011
C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)

D. Symptoms together limit and impair everyday functioning.

Research and statistics in America under the special education programme showed that between 1994 and 2005, the number of children in the age range between 6-21 years, receiving services for autism, increased from 22,664 to 193,637 and that these numbers did not include all children with ASD’s because some children receive special education for a particular need, like speech therapy, and not for a classification of autism.Experts estimate that every 2-6 children out of every 1000 have Autism (CDC, 2000 & 2002).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Rohila Shetty, MASLP, Ph.D. Scholar
Lecturer
Dr. M. V. Shetty College of Speech and Hearing
Malady Court, Kavoor
Mangalore-575015
Karnataka
India
shettyro@yahoo.com

Dr. T. A. Subbarao, Ph.D.
Director
Dr. M. V. Shetty College of Speech and Hearing
Malady Court, Kavoor
Mangalore-575015
Karnataka
India
drtasr.slp@gmail.com

Aparna Hariharan, MASLP
Lecturer
Dr. M. V. Shetty College of Speech and Hearing
Malady Court, Kavoor
Mangalore-575015
Karnataka
India
aparna.laxmi@gmail.com
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