Concerns about speech development are common among parents of autistic children, as communication differences are a characteristic of autism spectrum disorder (ASD). Autism exists on a spectrum, meaning that communication development varies greatly among individuals diagnosed with the condition. There is no single age when an autistic child begins speaking; the trajectory of language acquisition is unique for each child.
Variability in Speech Development
Speech development in autistic children presents a wide range of outcomes. Some autistic children might begin to speak around the typical age for neurotypical children, generally between 12 and 18 months for first words, but may exhibit differences in how they use language. Others experience delayed speech, with words emerging later in preschool, elementary school, or even later. Research indicates that many young autistic children with severe language delays at age 4 can develop “phrase or fluent” speech by age 8.
Early indicators of speech differences can appear even before formal words. While typically developing infants often babble with both vowels and consonants by around 10 months, autistic children may show delays in this type of babbling. They might also show less interest in social interactions and speech in their first year, which can reduce opportunities for language learning. Other early signs can include a lack of gestures like pointing or an impaired ability to imitate speech sounds by 6-12 months.
Factors Influencing Speech
Various underlying reasons contribute to the differences in speech development observed in autistic children. Challenges with social communication skills are a factor. These can include difficulties with joint attention, which is the ability to share focus on an object or event with another person, and reciprocal conversation, where back-and-forth interaction is sustained. Autistic children may also struggle with understanding social cues, which are unspoken signals that guide communication.
Motor planning difficulties can also affect speech articulation. Speech production requires coordination of muscles in the lungs, vocal cords, mouth, tongue, and lips. For some autistic children, differences in motor learning and execution can make it harder to produce speech sounds or sequences of sounds. Sensory processing differences can impact a child’s ability to process sounds or engage in verbal interactions, as they may respond differently to auditory stimuli. These factors contribute to the range of speech outcomes seen in autistic individuals.
Strategies to Encourage Communication
Effective approaches can support communication development in autistic children. Early intervention therapies, such as speech-language therapy and applied behavior analysis (ABA), are beneficial. Speech-language pathologists can address speech sound production, fluency, and language development, while ABA can teach communication skills. These interventions can help motivate children to communicate and share experiences.
Creating communication opportunities within daily routines is also effective. This involves structuring the environment to encourage the child to initiate communication, such as placing a desired toy out of reach or pausing during a routine to prompt a request. Following the child’s interests and engaging in play-based learning helps foster interaction by making communication relevant and enjoyable. Using visual supports, such as visual schedules, choice boards, and social stories, can aid understanding and expression by making language more concrete and reducing anxiety. A responsive and encouraging communication environment, where all forms of communication are honored, supports language growth.
Beyond Spoken Words
Verbal speech is one form of communication, but non-verbal communication is also important for autistic individuals. Augmentative and Alternative Communication (AAC) methods provide tools for expression beyond spoken words. These can include unaided systems, which use only the person’s body like gestures or sign language, and aided systems, which involve external tools. American Sign Language (ASL), for example, leverages visual and gestural cues, which can tap into the visual strengths of many autistic children.
Aided AAC systems encompass various tools. The Picture Exchange Communication System (PECS) is a visual-based method where children use pictures to communicate needs and desires. Communication boards, which are physical boards with symbols or pictures, allow children to point to express themselves. Speech-generating devices (SGDs) are electronic devices that produce spoken words when a user selects symbols, pictures, or words on a screen.
Some individuals are “non-speaking” and may never develop verbal speech, while “late-speaking” individuals eventually do, even if delayed. Communication success should be measured by the ability to express needs, thoughts, and feelings through any means, and understanding a child’s non-verbal cues is essential.