Abstract
This article addresses how to enhance metaphor and metonymy comprehension in children with high-functioning autism spectrum disorder (HF-ASD), who are known to have difficulties with figurative language. After considering some major issues on typical development and in HF-ASD, and some studies on treatment in this specific domain, the authors describe an intervention methodology that can be used in schools and clinics. This methodology is based on two main points: 1) the explicit teaching of strategies for understanding metaphors and 2) activities for enhancing the abstraction of semantic features in metaphors and metonymies. The authors show how these devices can make complex processes such as figurative language comprehension more concrete for children with HF-ASD.
Highlights
Matthew is a 9-year-old child with high-functioning autism spectrum disorder (HF-ASD)
The aim of the present work is to describe a program of activities that can be implemented with children having difficulties similar to those exhibited by Matthew, with a special focus on metaphors and metonymies
Problems with figurative language in individuals with ASD are not limited to metaphors (McKay & Shaw, 2004); these individuals may have difficulty comprehending metonymies and other figures of speech
Summary
Matthew (a pseudonym) is a 9-year-old child with high-functioning autism spectrum disorder (HF-ASD). Pinto municative difficulties associated with autistic children His eye contact is anomalous, and he makes little use of and rarely attempts to integrate the usual means of communication (i.e., social smile and gestures). The aim of the present work is to describe a program of activities that can be implemented with children having difficulties similar to those exhibited by Matthew, with a special focus on metaphors and metonymies. These suggestions can prove helpful for children with High-functioning ASD (including autism, Asperger’s syndrome, and pervasive developmental disorder not otherwise specified, based on DSM IV, American Psychiatric Association, 2000). The program of activities that will be described can apply to children with linguistic and communicative difficulties of a pragmatic type (DSM 5, American Psychiatric Association, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
