Autism Spectrum Disorder: A Review of contemporary literature on Common Communication Difficulties and Recommended Research Based Intervention Strategies

The aim of this paper is to conduct a general review of contemporary literature about communication difficulties affecting learners with Autism Spectrum Disorder. It further reviews the recommended research based intervention strategies on the same. To achieve this, articles and research findings published in international peer reviewed journals were objectively scanned through. The target beneficiaries of this study are parents of learners with ASD, educators, speech therapists related service providers and other relevant stake holders. Learners with Autism Spectrum Disorder exhibit a series of communication challenges. Although not every child with ASD has a language problem, their ability to communicate varies across the spectrum. It is dictated by severity, cognitive ability and social development of the individual. Majority of individuals have challenges in both receptive and expressive language. Further, almost all learners with ASD have difficulties understanding body language. Failure to understand context, abstract and figurative language is also a common barrier to communication in individuals with ASD. Majority individuals with ASD also struggle with meaning and rhythm of words. Many concentrate on the key word and not the entire statement during conversations. Other communication challenges include echolalia, lack of reciprocity and turn taking difficulties. To address the above challenges, researchers have come up with evidence based intervention strategies. They include AAC, manual signing, pantomime intervention, eye gaze intervention, picture exchange communication and facilitated communication. Interventions fall into two categories. the ones speech therapist use and those they train family and caregivers to use. No one intervention technique works perfectly across board. Speech Therapists must therefore understand the needs and behavior of the individual child before using or recommending a strategy. This will reduce possibility of system abandonment. Some interventions are hi-tech while others are low tech, cheap to make and easy to use. For positive results, family members and peers need to be incorporated in the interventions.