Verbal Communication

For children who do develop functional speech, their proficiency with language covers a wide range. Some acquire limited language; enough, perhaps, to ask for things they want, but not enough to carry on a conversation. Some children may have adequate language, but will use it in strange ways. They may speak only when spoken to. They may mix up their pronouns or make other grammatical mistakes. They may simply repeat what others have said to them. Others may repeat phrases from books or whole dialogues from videos, sometimes trying to use these rote phrases to communicate. Often, when they do talk, their voice will sound strange, sometimes flat and expressionless, sometimes high-pitched.

Children who acquire speech often first go through a period of echolalia, where they repeat verbatim what others say to them. If they progress beyond echolalia, they can learn to use appropriate pragmatic and grammar skills.

For the children who do not develop functional speech, it is critical that they be provided with another means to communicate. Picture systems, augmentative communication devices, and sign language have all been used to provide a means of communication for these children. The children need to be taught systematically how to use these systems.

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The National Professional Development Center on Autism Spectrum Disorders Quill, K. A. (2000). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Baltimore: Paul H. Brookes Publishing Co.