CDIS 402:

Disability Portfolio
Successes
and Challenges
to Language DevelopmentFall
2015
Cognitive
Communicatio
Social/
Physical
Sensory
n
Emotional
Linguistic
Disability Neurodevelop Limited/absent
Limited
May appear to Process certain stimuli
profile:
mental
verbal
initiation of
be low
differently; Senses
disorder with
language;
social
functioning,
come at them all at
a biological
difficulties
interaction;
but that is
once constantly
basis.
understanding
Delayed social deceiving.
overwhelmed by the
body language; interaction.
stimuli they are
literal
Echolalia
receiving. May rock
understanding
have
back and forth while
of language.
immediate or
covering ears.
Produce first
delayed
word around 38 imitations.
months (slightly Have a lot of
delayed).
difficulty with
Difficulty
expressing
producing
emotions.
consonant
sounds.
Impact
It is hard to
Their
Need more
May move a lot Makes it hard to focus
on oral
focus and
expressive
encouragemen and have
on what a person
and
communicatio vocabulary isnt t to reach full
atypical facial
wants to express;
written
n skills dont
as strong as
potential and
features
whether it is oral or
language development
their receptive
meet people.
however, they written.
develop
normally.
vocabulary in
can also look
ment:
some cases but
almost
most have
completely
about the same
typical.
amount.
Difficulty with
consonant
sounds means
they will try to
communicate
with highpitched sounds.
Some are
nonverbal and
may need an
AAC.

CDIS 402: Disability Portfolio

Successes and Challenges to Language DevelopmentFall 2015

Factors within the student related to functioning

My big ideas from the readings:
Its estimated that only 15% of people with autism are self-sufficient as adults about 15%-20% function
with some help. It is imperative that children with severe autism receive intervention services early on in
life so that their vocabulary (especially in the expressive area) can develop as well as possible. Inattentive
behaviors have the most negative impact on language development.

My big ideas from the group presentation:

Level 3 on Autism Spectrum Disorder (approx. 25% of those on ASD)
Neurodevelopmental disorder with a biological basis
35% of communication comes from verbal language and 65% comes from nonverbal language
Unable to conform to the social rules of conversation

Reflection (What does this mean for my practice?):

This presentation brought me back to the time I was shadowing and got to experience both a high
functioning Autistic and a severe Autistic child. Removing distracting things from the room, focusing on
tasks, creating a task list, and being patient are important components for teaching Autistic children.
Learning about different forms of communication (such as a communication board) is also very important
so that the client can communicate.