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Running Head: SPEAK TO ME: HOW BRAIN DAMAGE IN A CHILD WITH AUTISM SPECTRUM
DISORDER AFFECTS LANGUAGE ACQUISITION

SPEAK TO ME: HOW BRAIN DAMAGE IN A CHILD WITH AUTISM SPECTRUM

DISORDER AFFECTS LANGUAGE ACQUISITION
Chloe Randle
Department of Education
Webster University

Author Note
Correspondence concerning this paper can be sent to Chloe Randle, Department of Education,
Webster University, Webster Groves, Missouri 63119. Address email to
chloerandle27@webster.edu
INTRODUCTION

A form of effective communication is essential to a healthy quality of life. Language can

be shared verbally, through sign language or through the use of an augmentative communication
device. In receiving new information, language acquisition begins at birth and ends around
puberty. It is said to be important to establish a method of communication during this critical
developmental period. The lack of effective language can result in frustration, confusion or even
aggression when ones thoughts or ideas are not received appropriately. Children with any
disorder, specifically Autism, can have a challenge in developing language and it is important
that a form of communication is taught early in life and implemented on a consistent basis. It is
important to determine how brain damage from birth affects language acquisition in children
with Autism and what significant therapies or interventions can be utilized to help a child with
Autism reach their fullest potential in effectively communicating in the world around them.

To diagnose Autism Spectrum Disorder, an individual will need to meet specific criteria.
According to the diagnostic criteria provided by DSM-5 (2013), a person will have persistent
deficit in social communication and social interaction across multiple contexts (299.00 (F84.0)).
With this criterion, there are three categories of Autism. Individuals with ASD have deficits in
social-emotional reciprocity, deficits in non-verbal communicative behaviors, and deficits in
developing, maintaining, and understanding relationships. Information obtained through the
Eunice Kennedy Shriver National Institute of Child Health and Human Development (2012),
about one out of every 88 children in the United States currently have Autism, and about 36,500
of every 4 million children born each year in the United States will have Autism. In recent years,
the number of individuals diagnosed with Autism has increased. This can be contributed to better
and early detections of the disorder and a superior awareness about its symptoms and patterns.
ASD is commonly detected between the ages of 18 months and 4 years of age. In
receiving new information, language acquisition begins at birth and ends around puberty.
Language acquisition is the process of attaining language through perception and
comprehension. It is said to be important to establish a method of communication during this
critical developmental period. According to Chlebowski (2012), a child achieving positive social
interactions and requiring minimal support services in adulthood, acquires useful speech by the
age of 5. In the perspective of a parent of a child with Autism, M. Livengood states her child
seems to exist in a private world of his own. (Personal communication, September 18, 2014). He
can be often dazed for long periods of time and unable to communicate effectively with others.
Some children with Autism have difficulty communicating nonverbally, through gestures, facial
expressions, and most often in the case of parent, M. Livengood, eye contact.

In the life of a typical developing child, Piaget (2013) states that maturation and
experience are required to learn language (Matlin, 2013). It is said to be developed over time. In
Minshews feature she noted the following: a child with a typically developing brain can
differentiate speech from non-speech, discriminate words within a stream of connected speech,
relate the words to objects and actions in the environment, discriminate sentences with
continuous discourse, relate the meaning of one word to another word, and interpret language
based on contextual knowledge (p.3). Unfortunately, the tasks that a typical functioning child can
perform, a child with ASD can find them challenging. A speech pathologist was asked to list
common behaviors exhibited by children on her caseload. J. Griswold states that some of the
children that she provides language therapy to cannot differentiate the voices of a stranger and
that of a caregiver, having a hard time distinguishing differences in facial expressions to depict
happy or sad, and have a tendency to script phrases from television or conversations of others,
rather than providing spontaneous comments or questions.
For children with Autism that do develop efficient language skills, it is obtained later in
life versus in the lives of their typical developing peers. It is important to note that between the
ages of 12 months and 18 months, typically developing children produce their first words. For
children with ASD, they on average make utterances at the age of 36 months. Since language
acquisition is a huge predictor in social functioning and healthy development, it is imperative to
note the reasons for delay in language acquisition for children with ASD.
Minshew (2010) stated, children with ASD may have dyspraxia-related difficulty
creating the articulatory motor plan required for spoken word production (p.4). This means that
a person has difficulty saying what they want to say correctly due to the weakness or paralysis of
the speech muscles that include the muscles in the face, tongue and lips. The feature gives an

example of how the brain processes concepts in print in both the brains of a normal functioning
adult and that of an adult with ASD. The normal functioning adult processes a letter in the left
hemisphere and frontal region, igniting working memory. On the contrary, an adult with ASD
processed the same letter in the right hemisphere which awakened the visuo-graphic brain
region, but unable to recode the information linguistically. This information helps me to
understand that the left hemisphere is closely related to spoken language development and in the
brains of some of the children I educate the information is not reaching that hemisphere.
Highlighting specific parts of the brain that process information differently, it is important
to note a new hypothesis of mirror-neurons. Mirror neurons are a type of brain cell that respond
equally when we perform an action and when we witness someone else perform the same action.
So if language is heavily developed by the environment that one matures in, how do mirror
neurons perform in the brain of a child with ASD?
Ramachandran (2011) does an excellent job of explaining his mirror-neuron hypothesis.
The mirror-neuron hypothesis assists in understanding language difficulties. The author relates
the mapping sound patterns and motor patterns in speech and language development. The
process is in two steps and it states first that mirror neurons are activated when a word is heard
because a memory trace of the sounds is set up in the auditory cortex. Ramachandran (2011)
states, the baby then tries various random utterances and, using error feedback from the memory
trace, progressively refines the output to match memory (p. 144). Secondly, words are translated
through natural selection. Ramachandran organizes this information in a way to state that
children with Autism have an initial defect in setup. This damage to the superior temporal sulcus,
which is rich in mirror neurons, can also have an effect on empathy, social interaction, imitation,
and pretend play.

As I began research for this paper, I wanted to prove that language acquisition did not
have an ending period. Previously it had been spoken that the critical developmental period
ceased at puberty. That was difficult for me to process because I am a special education teacher
and I have a student that is close to puberty and has yet found an effective form of
communication. I wanted to find hope for him and make a difference in his life. From the
website, Autism Speaks, I found my first glimpse of optimism. In the article called, Later
Language Acquisition, (n.d.) states that if speech is developed during the ages of 6 to 12 years
old, improvement continues rapidly with appropriate interventions and therapies; emphasizing
that sound production (phonemes) can be a catalyst for speech and language development
(Matlin, 2013). This development provides strong prognosis for children with ASD because it
dismisses the thought that older people with Autism cannot respond well to speech and language
interventions.

NORMAL BRAIN VS AUTISM BRAIN: SAME OR DIFFERENT?

In order to apply the necessary treatment and aid for children with Autism, one would
have to identify what about the brain of a child with autism is either the same or different from a
children who does not have the disorder. I feel that this is important because I want to know what
I can do to best serve the culture in my classroom. In professional development, a teacher is
constantly bombarded with questions on how to foster culture in your classroom, how do you
acknowledge different cultures in your classroom or how can you better support the cultures in
your classroom? I feel in order for me to know my students beneath the surface I have to
understand how they process information differently and identify what regions of their brain are

stimulated and which areas are not. I cannot find that information by simply looking at IEP
goals, reading a present level that states how they can better access the general education setting,
or focusing on how much time is needed for math, reading, or social skills. I want to know how
information is interpreted so I can better understanding behaviors of aggression or lack of
motivation.
In a study conducted at UCLA, Carlos Mena studied the brain of 13 boys with autism and
a control group of 7 non-autistic boys. The researchers used a brain-imaging scan called a T1weighted MRI. This scan can map structural changes in brain development. The research focuses
on how the brain changes during the critical developmental period. The study states that the
white matter of the brain is important for language and social skills. The white matter in the brain
of the boys with autism develops slower than their counterparts. A second abnormality was
discovered as well. The putamen (learning) and anterior cingulate (regulates cognitive and
emotional processing) of the brain had unused cells that were not pruned away into gray matter.
From this discovery, it is suggested that there are unusual brain circuits in the brain of the boys
with autism, which makes it hard to process information. An inability to process information
accurately can cause social impairments, communication deficits, and repetitive behavior.
From this study, it would be safe to say that children with autism have the same brain as
their typical developing peers, but their brain processes information at a much slower rate. In the
brain of child with autism, in comparison to a child that does not have autism, there are no
physical differences but there are biological differences, which would explain the gap in
language acquisition. This information can yield different educational practices for children with
ASD and brain imaging can be used to determine if treatments are being successful at
shrinkening the gap in language development.

STRATEGIES AND INTERVENTIONS

I have an enhanced understanding of the students I choose to educate on a daily basis.
Personally it gives me a better understanding of patience that is needed to see progress in a child
with autism. I believe as an educator it is an ultimate reward to see gains in a childs academic
functioning when interventions are utilized. I am not able to see those achievements in all of my
students with autism. I either see gain but immediate regression or I never witness improvements
at all. During my first year of teaching, I felt that regression or lack of progress as a direct
reflection of my teaching capabilities. Am I not meeting my students needs, is teaching not my
calling in life, or why is my student not understanding what I am teaching them, were questions
I constantly asked myself. I was able to push through these moments of self-doubt because I
knew I wanted to make a difference in a childs life that so many people may have given up on,
simply because they processed information differently.
I feel that language acquisition is the foundation for all academic and behavioral growth.
This is now the opportunity for me to research interventions that are not addressed in the school
setting, that could potentially be beneficial to children with autism. I feel that this information
can be used by an entire educational team and parents.
The most useful evidence of interventions was derived from the Journal of Autism and
Developmental Disorders. Koegel (2000) offers six general themes in communication and
language acquisition. The six themes are addressed as follows: (a) increasing spontaneity,
initiations, and the variety of functions of language verbal and nonverbal children with autism
exhibit; (b) assessing and teaching precursors relating to positive outcome; (c) the importance of

family involvement in intervention programs; (d) the interrelationship between language and
other behavioral symptoms of autism,; and (e) the social and pragmatic use of language. (p. 383)
Under the umbrella of spontaneity, initiations and functions of language, augmentative
devices are detailed because of its importance in improving communication skills. I spoke with
an augmentative communication facilitator about the range of devices that are available to
students will limited communication skills. Our districts augmentative communication facilitator
is T. Huff. She stated in the beginning of our interaction that AAC (Augmentative or Alternate
Communication) should never be used as the end goal for communication challenges. (Personal
Communication, September 3, 2014). The devices range from low tech (sign language), which
means is any communication system that does not require a power source, to high tech systems
(Ipad) that includes any communication system that requires a power source and extensive
training to competently program and maintain the device. Koegel (2000) states that non-verbal
students can show large degrees of success with initial acquisition. It suggests allowing the
device or system be incorporated in the home environment because the demand in fewer versus
in the school environment to use the device but the need to communicate wants or greater and
more motivating. This can be adapted to fit the needs of a nonverbal child with autism. Minshew
(2010) gives the example of using picture exchanges in conjunction with single word spoken
word is clearly connected to a photograph of the word. In AAC, this system is called Picture
Exchange Communication System (PECS). The text also states that are found to use language
mostly for requesting objects, requesting actions, and protesting. Intervention practices need to
focus more on the language function of asking questions, which is important in social settings.
Secondly, precursors related to positive outcomes and measurements suggest that early
social input increase neurological and behavioral development of children with autism. Designs

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for intervention programs have been developed. Self-initiated questions and spontaneous
verbalizations are used to improve linguistic skills. Also identifying critical communicative
behaviors is likely to result in more effective interventions being developed.
Thirdly, family involvement in intervention delivery can decrease parental stress and
improve communication in their child with Autism. Koegel (2000) makes a valid point in stated
that many language programs are implemented with involving the family dynamic. I can attest to
this action occurring. Some of the high tech devices are not sent home because of failure of
returning them back to school each day, not charging the device to allow it to be used throughout
the school day, fear of theft, or parents not understanding the benefits of their child having a
device with voice output when the child can express themselves vocally. The text indicates that
parent education programs can be a teaching opportunity for the child on an ongoing basis and
across natural settings.
Fourth in the general themes of communication and language acquisition is
interrelationship between language and other areas. The main correlation is between
communication deficits and behavioral indicators. I can see the relationship between language
impairments and behavior because most of my students have Behavior Intervention Plans (BIPs)
to provide strategies in assisting with problematic behaviors that have an adverse effect on
academics. The function of most of the behaviors we witness are a student inability to access a
tangible and not having an adequate communication system to get their needs meet. In gaining
information from my districts Autism Specialist, I gathered some great information. M. Duke
helped me in understanding that communicative responses, reinforcement schedules, and delayed
consequences are directly linked to maintaining functional behaviors. (Personal Communication,

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September 11, 2014). The is in alignment to the conversation that I had with my Autism
specialist, in the fact that acquisition of functional language replaces negative behaviors.
Lastly, social/pragmatic use of language is one of the ultimate goals for children with
Autism. Research states that long-term socialization and the development of friendships is
important in increase social-pragmatic communication. The importance of immersing children
with autism in social setting at an early age can lead to communicative competence in a various
amount of settings. The quality of life and the development of children with autism and even
their families are heightened.
I feel that any of these interventions can assist children with Autism acquire language and
progress to a pragmatic level. It shows that early prognosis of Autism in child can add stress and
anxiety in the lives of parents and family but with all of the mentioned interventions the
diagnosis does not have to yield an unproductive future. From all of the readings about Autism
and language it states that the first word is attained, the higher the cognitive ability and language
skills in later life.
HOW I CAN USE WHAT I HAVE LEARNED
I wanted to conduct research on a topic that I was closely related to in my professional
work. I have worked with children with Autism for 5 years and I feel that it has been the most
rewarding experiencing in my life and also the most challenging. As mentioned earlier in this
text, I found myself questioning my capabilities as a paraprofessional and as an educator. I could
not figure out how to meet my students on their level and adapt the world around them to make it
more functional and meaningful. Ive spent time participating in professional development that
helped me in adapting or modifying material to enhance the engagement for my students but I

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always felt that it was an underlying component that needed to be addressed before academics
were instructed by a teacher.
That underlying component was the relationship between language and behavior. It was
stimulating to see that the research gave examples paired with describing how information is
processed in the brain of an individual with Autism. When I began to review information from
text it was nice to note that the sources all provided important definitions to key terms and was
able to be easily understood. Since I was able to clearly understand the research information and
studies I was able to make my own decisions on what I felt was accurate or not.
I found that I agreed with the information gathered in all of the research because I was
able to connect it to the work I conduct daily. In explanation of how language deficits are higher
in individuals that did not speak or make an utterance until after the age of five. In reading
evaluations of my students, I saw a direct correlation between these findings. It is important for a
child with any disorder especially Autism to be immerse in the world around them through
verbal words and concepts in print. From my personal accounts I could tell the differences in my
students that spoke their first word before the age of 5 and those who did not. Language
acquisition has a critical developmental period and I agree that it affects the social and language
development later in life.
The one intervention that was noted in my research was family involvement in the
intervention process. In the text by Koegel (2000), the information presented struck a chord with
me. When I read that many language programs are not involving the childs family members, I
felt my heart drop. With my students, in particular that have high tech augmentative
communication devices, not all of their devices are sent home. The failure on our end is not fully
trusting that the device will be used appropriately or the inconsistencies of it being returned back

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to school each day. I think as an educator and maybe something that I will bring up to the
educational team is a way of explaining the benefits of having a language program implemented
across multiple environments. All of the parents that I come in contact with during annual IEP
meetings state that they want their children to effectively communicate their wants and needs. It
is benefiting to express to them in words that do not consist of jargon, how children with autism
can develop a sense of efficacy and competence communicative development if language
resources moved into the child natural environment.
I feel more apt to research new interventions on a regular basis. Having the opportunity
to conduct research for a class assignment opened my eyes to always stay abreast to new ideas
and programs that can assist my students in expanding their language capabilities. It has also
made me want to do more research on how the brain processes information for children with
Austim. In the research I conducted I found more interesting to read information from my Type 2
resources. They were easier to understand and most of them the results had a direct correlation to
the hypothesis.
I appreciate the opportunity to research an area that I dont give all of my attention to but
serves as a huge component in the success of my students. I will continued to research new
findings as it relates to imaging and scanning of the brain. I find this information fascinating and
one of the primary reasons I chose to receive a Masters in Psychology. The study of the mind can
propose so many answers to life existence and the future of our humanity.

xReferences
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Type I Resources
Duke, Melissa (September 11, 2014) Personal Communication. Autism EPS
Griswold, Julie (September 22, 2014) Personal Communication. Speech/Language Pathologist
Livengood, Myrna (September 18, 2014) Personal Communication. Parent
Stygar, Susan (September 22, 2014) Personal Communication. Mentor
Type II Resources
Later language acquisition. (2009). Retrieved September 2, 2014, from www.autismspeaks.org
Minshew, N.J. & Williams, D.L. How the brain thinks in autism: Implications for language
intervention. (2010). Retrieved on October 4, 2014, from www.asha.org.
Wheeler, Mark. Autistic brains develop more slowly than healthy brains, researchers say. (2011).
Retrieved on October 4, 2014, from www.sciencedaily.com.
Type III Resources
A. Experts:
Huff, Terry. MA. (September 3, 2014) Augmentative Communication Facilitator.
Personal Communication.
B. Books:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.) Arlington, VA American Psychiatric Publishing.
Howard, Merle R., Hulit, Lloyd M., (2002). Born to talk: An introduction to speech and
language development. Allyn and Bacon.
Matlin, Margaret, (2013). Cognition (8th ed.) Hoboken, NJ: Wiley.
Ramachandran, V.S., (2011). The Tell-Tale Brain: a Neuroscientists Quest For What
Makes Us Human. W.W. Norton & Company, Inc.
C. Journals:
Chlebowski, C., Fein, D., Mayo, J. (June 7 2012). Age of first words predicts cognitive
ability and adaptive skills in children with asd. Autism Development Disorder.
V43 p. 253-264.
Eigsti, Inge-Marie, de Marchena, Ashley B., Schuh, Jullian M., Kelley, Elizabeth. (June
2011). Language acquisition in autism spectrum disorders: A developmental
review. Research in Autism Spectrum Disorders. v5(2), 681-691.
Haebig, E., McDuffie, A., Weismer, S., (February 2013). The contribution of two
categories of parent verbal responsiveness to later language for toddlers and
preschoolers on the autism spectrum. American Journal of Speech-Language
Pathology. V22 p. 57-70.
Koegel, L.K.. (October 2000). Interventions to Facilitate Communication in Autism.
Journal of Autism and Developmental Disorders. V30 p.383-388.

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