Language Issues in Autistic Children: Characteristics, Assessment and Intervention - A Brief Narrative Review

Abstract

Language and communication differences are among the most clinically significant features observed in autistic children. However, the language profile of autism is highly heterogeneous. Some children develop fluent spoken language with age-appropriate vocabulary and grammar, others show significant receptive and expressive language difficulties, and some remain minimally speaking and communicate more effectively through gestures or augmentative and alternative communication (AAC). Difficulties may involve pragmatics, vocabulary and semantics, grammar and syntax, narrative skills, prosody, receptive language and the flexible use of language in social situations. Echolalia, repetitive language, unusual prosody and highly focused vocabulary may also occur. This brief narrative review examines major language issues associated with autism, their functional consequences, assessment principles, and evidence-informed intervention. Current evidence supports individualized, functional and family-centred approaches that consider both spoken and nonspoken communication. Early assessment by speech-language professionals, evaluation of hearing, attention to social communication, and provision of AAC when indicated may improve participation and communication outcomes.