How is language affected by cognitive deficits and differences in Autism Spectrum Disorder?
Professor Francesca Happé
Autism spectrum disorder (ASD) is a neurodevelopmental condition affecting approximately 1% of children and adults, diagnosed on the basis of social and communication difficulties and rigid and repetitive behaviour. Language impairment is not a diagnostic requirement, in contrast to verbal and nonverbal communicative deficits. However, language delay is common in ASD, and a significant proportion of people with ASD do not develop functional language skills. Unusual language features, such as sustained pronoun reversal, echolalia and idiosyncratic word use, have been noted since Kanner and Asperger’s first descriptions of ASD.
This presentation will review past and ongoing work on language in ASD. The relevance of current cognitive theories of ASD will be examined: can slow or unusual language acquisition be explained by notions such as ‘theory of mind’ deficits (impaired representation of others’ mental states)? Does detail-focused cognitive style (so-called ‘weak coherence’) help us to understand ASD language patterns?
Outstanding questions, and suggested future research directions, will be discussed. How should we understand the heterogeneity in language outcome in ASD? If language acquisition is a social process, how can some children with high functioning ASD (or ‘Asperger Syndrome’) apparently acquire language on time or even precociously? What are the urgent priorities for research into language in ASD, and what can ASD teach us about typical language development?