Severe Autism and the Effects on Speech

and Language
Laura Schwickerath, Cassie Ross, Jade Mussehl, Bethany Bishop, Alexis
Bachmann

What is Severe Autism?

Severe Autism is often diagnosed as having Level Three Autism Spectrum
Disorder or as low-functioning autism. Individuals with severe autism are most
likely to be entirely unable to use spoken language or completely nonverbal. They
tend to process certain sensory stimuli differently from those who are typically
developing. These severe deficits in verbal and nonverbal social communication
skills cause major impairments in functioning and limit initiation of social
interactions and minimal response to social approaches from others. Although
people with severe autism may appear to be low-functioning, it is important to know
that appearances can be deceiving. Individuals typically learn to use sign language,
spelling boards, and other tools in order to communicate functionally.

Origins of Disability and Prevalence?

The origin of Severe Autism continues to be controversial. There are some
theories that link autism with birth complications and the administration of
vaccinations as a young child, but this has not been proven. There are hypothesis
that link impaired psychological process to regions of the brain that support
executive function and social cognition, including prefrontal cortex, superior
temporal gyrus, amygdala and cerebellum. There is strong evidence supporting a
genetic component of autism and there is a widely agreed consensus that autism is
a neurodevelopmental disorder with a biological basis. The prevalence of autism is
one in 68 children; approximately 25% are non-verbal (severe ASD).

How it relates to Speech and Language?

Phonology: A child with severe ASD may not produce their first words until
about 38 months however the steps of development itself can be very similar
to typically developing children. May not be able to produce all consonant
sounds and also tend to make up non-English consonant combinations
Morphology: Since cognitive ability varies in individuals with severe autism,
successful morphological analysis will vary. Most use single morphemes to
indicate single objects or ideas.
Semantics: Children with severe autism adapt to using symbol systems
using pictures to convey thoughts. Symbol systems can consist of picture
boards or electronic devices that generate speech through buttons
representing items or actions. Communication emphasizes the functional
uses of language.

Syntax: Individuals with ASD may use simpler and more repetitive syntactic
structures than would be expected given their overall language level or
verbal mental age.
Pragmatics: Problems with conversational skills, expressing emotions,
sharing interests, engaging in social situations, and appropriately responding
to social situations. They may also show abnormal eye contact, body
language, and lack facial expressions. Results in difficulties forming and
keeping relationships with others.

Resources:
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http://www.asha.org/Practice-Portal/Clinical-Topics/Autism/
Communication Problems in Children with Autism Spectrum Disorder. (2012).
National Institute of Health. Retrieved October 12, 2015.
http://www.nidcd.nih.gov/health/voice/pages/communication-problems-inchildren-with-autism-spectrum-disorder.aspx
DSM-5 Diagnostic Criteria. (2015). Retrieved October 12, 2015, from
https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnosticcriteria
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