Language Assessment in Autism

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Language development is strongly related to the linguistic and environmental contexts. There are individual differences in language development that relate to the onset period of certain abilities as well as to the rhythm of development and language characteristics. Those factors are associated to individual abilities and are deeply influenced by environmental aspects. The language acquisition process is dependent of a series of non-linguistic strategies and better language resources are usually available to further developed children. In this constant interaction the knowledge about language is constructed and used in different contexts. Those steps of language and communication development, however, do not occur always as expected. Some children transgress several of the steps and milestones of development. Language acquisition is considered a fundamental element of infantile development, potentiating also the social cognitive development (Amato & Fernandes, 2010). Language is also considered an important diagnostic and prognostic factor in autism. Regardless of the theoretical perspective or etiology, the linguistic issues are important features of the descriptions of autism spectrum disorders, varying from lack of verbal communication to pedantic speech (Miilher & Fernandes, 2009). The identification of this group’s language pattern would answer questions such as whether there are specific or underlying deficits and if they are common to all autistic children. The exact nature of language impairments in the autism spectrum is still unclear, especially due to the variations of symptoms. Approximately half of the autistic children do not use language functionally and present persistent communicative delay. Other children present language development similar to normal children but with pragmatic inabilities such as difficulties varying communicative stiles according to the situations or the interlocutor, misunderstanding rhetoric expressions such as metaphors or irony (Roberts et al, 2004; Young et al, 2005; Bekaldi, 2006; Smith et al, 2007). However, there is a general agreement that any therapeutic intervention proposal should be based on an individual language and communication profile, as detailed as possible (Bekaldi, 2006). Therefore, issues such as how and what to assess in an autistic child’s communication are continually being addressed by several studies that provide some evidence about the available alternatives. Jarrold et al. (1997) stated that evidence suggests that there are at least three differences between autistic and normal children’s language: articulation abilities seem to be better