For all the SLPs who work with younger children with autism (so ages 2–4), this one’s for you! The following is a review of two studies from the last decade that can help you understand and characterize the various expressive language profiles you may see in these children, as well as brainstorm therapy!
The first paper reports on a meeting of experts in early autism and language development. (NOTE: If you’re a science groupie who gets googly-eyes for big names, pop on over and look at the author list; #sofamous). The purpose of the group was to create a list of measures of the expressive spoken language of children with autism from 12 to 48 months of age. These benchmarks can be used in assessment (as part of a comprehensive assessment including parent report, natural language samples, and/or direct assessment), or to guide intervention.
In the article, you’re provided with a chart (see Table 1) divided into “First Words (12–18 mos)”, “Word Combinations (18–30 mos)”, and “Sentences (30–48 mos)”. Then within each of those categories, you have measures for:
…and within each of those categories, the child must meet at least one marker, at minimum, to be placed within that category.
So, for example, for the Sentences (30–48 mos): Phonology section, markers are:
70%+ intelligible from a speech–language sample
Consonant inventory of at least 16–24 different consonants (75% correct), from a speech–language sample
Age equivalent score of at least 36 months on a standardized test (e.g. GFTA or other)
…and the child must meet the intelligibility criteria or the standardized test criteria in order to be considered as meeting that benchmark.
Then, you’d look across the other measures to (so vocabulary, grammar, and pragmatics) to see where they fit in each of those categories.
Overall, this provides a really nice way to consider data from multiple sources (and, importantly, to know which pieces of data to prioritize), and supports SLPs in describing the spoken expressive language of kids with ASD in a systematic fashion.
So, how do most kids with ASD perform with these benchmarks?
Aha! That’s what the next paper looked at.
Considering phonology, vocabulary/grammar, and pragmatics as three separate skill sets…
Most of the children’s lowest score was in pragmatics (of course, right?! They have autism…)
And the two most common profiles were:
phonology > vocabulary/grammar > pragmatics
phonology = vocabulary/grammar > pragmatics
See Table 3 for six other profiles observed, too! That table is really fascinating, seeing what’s most versus least common…
So let’s chat about this. Basically, they found that, “… phonology tends to be relatively intact for most individuals whereas pragmatic difficulties are nearly universal…” and “… in terms of pragmatics, 88% of the children fell into the Prelinguistic group, which reflects a developmental level of less than 12 months of age.”
Nearly half of the kids achieved higher phonology scores than vocabulary/grammar and pragmatics. So it’s an area of relative strength! And when we think about kids with ASD on our caseloads, I’m sure you can remember many kids fitting this profile—good speech skills, and expressive language and/or pragmatics not so much.
Overall, being able to weigh relative strengths of phonology, vocabulary, grammar, and pragmatics for our kids with ASD helps inform treatment, and also could be quite helpful in identifying which types of treatment tend to help which types of children with ASD in both clinical work and research.
Ellawadi, A.B., & Weismer, S.E. (2015). Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders. American Journal of Speech–Language Pathology, 24, 696–707.
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R… Yoder, P. (2009). Defining Spoken Language Benchmarks and Selecting Measures of Expressive Language Development for Young Children With Autism Spectrum Disorders. Journal of Speech, Language, and Hearing Research, 52, 643–652.