Autism is a neurodevelopmental difference that can influence how a child acquires and uses communication skills, particularly spoken language. Understanding the diverse ways speech develops in autistic children helps in supporting their unique communication journeys.
Typical Speech Milestones
Speech development in children generally follows a predictable progression of milestones. By 6 months, most babies begin to babble and recognize basic sounds, often using their voice to show likes and dislikes.
Around 7 to 11 months, infants may respond to their own name, understand simple words like “cup” or “shoe,” and try to imitate sounds or gestures.
Between 12 and 17 months, children typically say their first words, such as “dada” or “mama,” and can follow simple commands.
By 18 to 23 months, a child’s vocabulary often expands to around 50 words, and they begin combining two words into simple phrases like “more milk.” By 2 to 3 years old, most children use three- to four-word sentences, understand spatial concepts like “in” or “on,” and their speech becomes more accurate, though some sounds may still be unclear.
How Speech Development Varies in Autistic Children
Speech development in autistic children is highly diverse, ranging from early talkers to those who remain non-speaking. Some autistic children experience delayed speech, where spoken words emerge later than typically expected compared to neurotypical peers. This delay can manifest as not babbling by 9 months or not having first words by 15 months.
A significant portion of autistic children are non-speaking or minimally speaking. Around 25% to 30% are minimally verbal, using fewer than 30 functional words or not speaking at all. This does not indicate an inability to learn or understand, as many comprehend spoken language and can communicate through other means.
Autistic children may develop some speech but then experience regression, losing previously acquired verbal skills. This loss can occur as symptoms become more noticeable. They may also exhibit unique speech patterns such as echolalia, the repetition of words, phrases, or sounds. Echolalia can be immediate, repeated right after being heard, or delayed, and often serves a communicative purpose. Scripting, repeating lines from media or conversations, is another common communication method used to express feelings or navigate social situations.
Communication Beyond Spoken Words
Communication in autistic children extends beyond spoken language acquisition and often involves different forms and qualitative aspects. Many autistic individuals rely on non-verbal communication, though their use and interpretation of gestures, facial expressions, and body language may differ from neurotypical patterns. For example, they might display fewer facial expressions or have limited eye contact, which is not due to a lack of interest but rather a different way of processing social cues.
Autistic children can also experience pragmatic language difficulties, which involve challenges with the social rules of language. This can include trouble initiating or maintaining conversations, understanding sarcasm or figurative language, or adjusting their speech for different social contexts. Even if an autistic child has a good vocabulary, they might struggle with the practical application of language in social interactions.
For individuals who find spoken language challenging, augmentative and alternative communication (AAC) methods are valuable. AAC includes approaches such as sign language, visual supports like picture cards, and high-tech devices with speech-generating capabilities. These methods supplement or replace spoken language, providing a means for autistic individuals to express needs, thoughts, and emotions. Research suggests AAC use can support communication and even promote speech production.
Recognizing When to Seek Guidance
Parents and caregivers often wonder when to seek professional guidance regarding a child’s speech development. Several indicators suggest a need for evaluation. These include a child not babbling by 9 months or not having first words by 15 months.
Other concerns arise if a child does not use consistent words by 18 months or meaningful two-word phrases by 24 months. Loss of any language or social skills at any age warrants immediate attention. Indicators also include if a child’s speech is unclear and difficult for strangers to understand by 36 months, or if they do not show an interest in communicating. Consulting with pediatricians, speech-language pathologists, or developmental specialists early can facilitate timely assessment and intervention.
Strategies to Support Communication
Supporting communication development in children, especially those with developmental differences, involves consistent and nurturing approaches. Creating frequent opportunities for communication encourages a child to use their emerging skills. Engaging in back-and-forth interactions, even if non-verbal, builds foundational communication turns.
Using visual supports, such as pictures or schedules, can help children understand routines and express their needs. These visual aids provide a concrete reference point that can reduce frustration and clarify expectations.
Following a child’s lead in play also encourages communication by focusing on their interests, making interactions more motivating and natural.
Providing clear and concise language, using simple sentences, can help a child process and understand spoken words more easily. Encouraging various forms of communication, including gestures, sounds, and attempts at words, validates all efforts to connect. Patience and consistency in these strategies are beneficial for fostering a child’s communication growth over time.