Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.59> Article
Research Article

Promoting Language Perception in Children with ASD Through Targeted Teaching Methods

Zhiqinglan YuGraduate School, Ludong University, Yantai, China*

* Corresponding author: [email protected]

Abstract

This paper involves a multi-national and multi-language scope based on research papers that have already been published, which delves into the intricate status of language acquisition of children with Autism Spectrum Disorder (ASD), focusing on the specific problems these children encounter, their distinct language learning needs, and the interventions that have proven effective. Given the communication difficulties inherent in ASD, understanding and addressing these challenges is vital for promoting language development. This essay synthesizes findings from multiple studies analyzing monolingual and bilingual language development in children with autism, aiming to address key research questions: What interventions effectively support language development and social communication needs in children with autism, and what are the characteristics of these interventions? Additionally, the paper explores whether bilingualism presents additional challenges or offers benefits for children with ASD. Findings shows that while bilingualism does not negatively impact language acquisition, targeted interventions are crucial for facilitating language development. And even the bilingual education itself is an effective method for improving the development of language acquisition of children with autism, whether in domains of monolingual or bilingual education.

Keywords: ASD; Language Acquisition; Bilingualism; Intervention; Children
Published: May 6, 2025
DOI: 10.54254/2753-7064/2024.22508
Volume: CHR Vol.59
pp. 36-40
Download PDF

References

  1. Dosi, I., Sotiriadis, S. (2020). Interventions for early language development in monolingual and bilingual children with autism spectrum disorders: Two case studies. International Journal of Research Studies in Education, 9(7): 1-11.
  2. Eigsti, I.-M. , et al. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(5): 681–691.
  3. Frost , L. , & Bondy , A . (2002) . The Picture Exchange Communication System (PECS) training manual (2nd ed.) . Newark: DE: Pyramid Publications .
  4. Ganz, J. B. (2015). AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions. Augmentative and Alternative Communication, 31(3): 203–214.
  5. Hoang, H., et al. (2018). Narrative Skills of Bilingual Children with Autism Spectrum Disorder. Discours, 23:1-33.
  6. Lerna, A., et al. (2012). Social-communicative effects of the Picture Exchange Communication System (PECS) in Autism Spectrum Disorders. International Journal of Language & Communication Disorders, 47(5): 609–617.
  7. Lund, E. M., Kohlmeier, T. L., & Durán, L. K. (2017). Comparative Language Development in Bilingual and Monolingual Children With Autism Spectrum Disorder: A Systematic Review.Journal of Early Intervention: 1-19.
  8. Meir, N., Novogrodsky, R., (2023). Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness. Journal of Child Language, 50: 215–244.
  9. Meir, N., Novogrodsky, R., (2019), Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language: 1-26.
  10. Ohashi, J. K., et al. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6 : 890–897.