A Case Study Of Language Disorders Of Children With Autism

Autism spectrum disorder(ASD)is a class of neurological disorders that occur in early childhood development.The latest version of DSM-5 of the American Manual for the Diagnosis and Statistics of Mental Disorders has issued diagnostic criteria for autism spectrum disorders: whether individuals have persistent social deficits is the fundamental basis for judging autism.Specifically,social defects include defects in social and emotional interaction,the use of nonverbal communication behaviors in social interaction,and the development,maintenance,and understanding of interpersonal relationships.This article takes three children with moderate autism as the research object,and conducts a longitudinal investigation and research on the first-hand language data collected from the rehabilitation site.After sorting out,the corpus is divided into four parts: pronunciation,vocabulary,grammar,and communication,and is classified and arranged in a homogeneous manner.This article is divided into six parts:The introduction section introduces the research situation in this field at home and abroad.The relevant research abroad has an early starting point,is also relatively comprehensive and in-depth,and has gradually formed a system,such as research on the relationship between autism and related abilities,language skills,and gesture recognition.Domestic research started relatively late,starting in the 1980 s and 1990 s,mainly focusing on research on language disorders,language development,language diagnosis and treatment,language intervention,language ability,and rehabilitation training.After reviewing relevant research literature at home and abroad,this article identified moderate Chinese autistic children as the research object,and conducted a longitudinal investigation of language disorders in individual cases.Specifically,the research content of this article mainly focuses on the phonological,lexical,grammatical,and communication barriers of autistic children,and thus clarifies the significance of the topic: Children’s language development is variable and phased,and case descriptions can provide a more comprehensive understanding of the true face of language disorders in autistic children,as well as facilitate the discovery of the characteristics of language disorders in Chinese autistic children.And provide valuable reference for solving many problems in language rehabilitation for children with autism.The main research method of this article is case study,and five specific methods are adopted: observation method,investigation method,literature method,comparative analysis method,and case investigation method.The first chapter is a survey and analysis of phonological disorders,including two categories: initial and final disorders.The initial consonants include fixed syllable substitution and unfixed syllable substitution;The vowel part includes fixed syllable substitution and unfixed syllable substitution.After investigation and analysis,this chapter summarizes the following characteristics of speech disorders in children with autism: 1.There is a tendency to reduce the difficulty of pronunciation;2.Speech disorders have specific rules;3.Pronunciation disorder has obvious characteristics;4.The degree of rehabilitation varies greatly.This chapter also summarizes several reasons for speech disorders: the level of control ability,the severity of illness,the frequency of use,the strength of expression motivation,the difficulty of pronunciation position,the psychological impact of children,and the advantages and disadvantages of rehabilitation training.At the end of this paper,suggestions for rehabilitation of speech disorders are put forward: strengthening oral training,controlling air breathing,combining speech systems,using auditory advantages,controlling the number of syllables,selecting simple final,selecting overlapping syllables,and enhancing tolerance.The second chapter is an investigation and analysis of lexical and grammatical usage barriers,including the investigation of morphological features,part of speech features,the specificity of pronoun barriers,the characteristics of phrases,sentence patterns,sentence types,and sentence patterns.Based on the analysis of the above survey data,this chapter concludes that lexical and grammatical usage barriers have the following characteristics: word formation usage characteristics,part of speech usage characteristics,pronoun usage characteristics,phrase usage characteristics,sentence pattern usage characteristics,sentence category usage characteristics,and sentence pattern usage characteristics.On this basis,this chapter summarizes several reasons for the use of vocabulary and grammar: insufficient vocabulary,weak language ability,poor vocabulary expression,weak word formation ability,weak memory ability,strong understanding ability,weak expression ability,strong learning ability,etc.Finally,this chapter proposes the following rehabilitation suggestions: using content word teaching,strengthening language input,conforming to children’s psychology,expanding the number of nouns,emphasizing integration education,and improving memory ability.Chapter Three is a survey and analysis of communication barriers,mainly including naming barriers,speaking barriers,parody barriers,request making barriers,daily communication language barriers,pretend game language barriers,and unique language use barriers.This chapter summarizes the following characteristics of communication barriers:naming characteristics,speaking characteristics,imitation characteristics,request making characteristics,daily communication language characteristics,pretend game language characteristics,unique language use characteristics,and so on.On this basis,this chapter further analyzes several reasons for communication barriers,such as attention problems,cognitive problems,stereotyping problems,reinforcement problems,fusion problems,experience problems,generalization problems,memory problems,visual problems,language rehabilitation problems,and so on.Finally,this chapter proposes the following rehabilitation suggestions for communication barriers: stimulating language expression,strengthening integration education,selecting reinforcement,improving teaching content,using situational teaching,adapting to social abnormalities,and family rehabilitation education.The fourth chapter is Recommendations for language rehabilitation assessment in children with autism,mainly including: pay attention to family rehabilitation,adjust language goals,seek effective methods,improve communication motivation,reduce the difficulty of teaching,adjust teaching content,refine teaching steps,and pay attention to language training,etc.This chapter also puts forward relevant suggestions for language assessment: for example,language assessment should conform to children’s characteristics,language assessment should have continuity,and rehabilitation teachers should be specialized.The conclusion part clarifies the innovation points of this article,as well as the value of this article in theory and practical application.It also proposes the existing problems and shortcomings of this article,as well as corresponding research assumptions.