Review of intervention methods for language and communication disorders in children with autism spectrum disorders

PeerJ

article

Mengmeng Cui¹  Qingbin Ni²  Qian Wang² 

[1] Department of Rehabilitation, The Second Affiliated Hospital of Shandong First Medical University;The Affiliated Taian City Central Hospital of Qingdao University

关键词: Autism;    Language;    Communication;    Intervention;    Training;   

DOI  :  10.7717/peerj.15735

学科分类：社会科学、人文和艺术（综合）

来源: Inra

【 摘 要 】

In recent years, the number of patients—particularly children—with autism spectrum disorder (ASD) has been continually increasing. ASD affects a child’s language communication and social interaction to a certain extent and has an impact on behavior, intelligence level, and other aspects of the child. Data indicates that 40% to 70% of children with ASD experience language developmental delays, which are mainly manifested as lack of language or language developmental delay, self-talk, use of stereotyped language, parroting, et cetera. A language communication disorder is a major symptom of ASD and is the most common reason for patients to visit a doctor. Therefore, language intervention training and communication skills have been made a cornerstone of autism intervention. However, a literature search has revealed that most studies only examine certain intervention methods or a combination of two or three intervention methods, which cannot be used by therapists or rehabilitation teachers. Therefore, this article summarizes relevant literature on language communication training for ASD children at home and abroad and briefly introduces the characteristics and training methods of language disorders in children with ASD in order to provide some ideas and references for relevant researchers and practitioners.

【 授权许可】

CC BY