excessive repetitions of phrases, revisions of ideas, filler words such as “um” or “uh” excessive over-coarticulation. Sounds in words run together and sounds or syllables may be deleted. For example, “It's like this” may sound like, “slikethi.”
Uncoordinated Speech: The speech of the individuals affected by this disorder are different from that of others. Most individuals with Asperger's are incapable of modulating the volume of their voices. They also tend to speak in a monotonous pitch. Others may tend to be incoherent or lack rhythm in their speech.
Some children with ASD speak in a high-pitched or sing-song voice or use robot-like speech. Other children may use stock phrases to start a conversation. For example, a child may say, “My name is Tom,” even when he talks with friends or family.
While kids with ASD [High-Functioning Autism] may have begun talking at an appropriate age, they often used a rather long-winded (and sometimes rather concrete or literal) style of speaking. Pedantic describes speech that is overly-focused on the details of its topic.
People with autism may find it very hard to use prosody to express multiple or subtle meanings, thus limiting their own ability to communicate. This can lead to a myriad of social communication issues ranging from embarrassing gaffes to accusations of verbal assault or stalking.
These unusual speech patterns include: Echolalia - the repetition of words or phrases previously heard. Atonality - monotone, robotic or song-like speech. Expressive/receptive language delays - lack of appropriateness in the speaking to others or lack of understanding when others are speaking.
People with autism often speak with a different rhythm, prosody, and/or volume than typical peers. Thus, even if the words themselves are appropriate, they may sound flat, loud, soft, or otherwise different. It's not unusual for people with autism to "script" their conversations.
They may also have more difficulty maintaining eye contact as the conversation lengthens. If you support an autistic person, they may verbalize sentiments like, “I don't want others to think I'm different” or “I want to fit in.” These statements offer clues that they may be masking or looking to mask.
When speaking, autistic children may mix up pronouns, have a flat tone of voice, discuss repetitive topics, misunderstand slang and sarcasm, use pedantic speech (speech that is overly formal for the context), use echolalia (repeating things they've heard from others or in a movie), and more.
Stilted speech: odd language use that may be excessively formal, pompous, outdated, or quaint. Self-reference: The patient is liable to refer the subject of conversation back to him/herself.
Autism spectrum disorder: Recent studies have shown that echolalia is a coping mechanism for children with autism to communicate when they cannot produce spontaneous speech. Prizant et al. have reported echolalia as evidence of "gestalt" processing in children with ASD to acquire language.
This is called echolalia. use made-up words. say the same word over and over. confuse pronouns, referring to themselves as 'you' and the person they're talking to as 'I'.
“High-functioning autism” isn't an official medical term or diagnosis. It's an informal one some people use when they talk about people with an autism spectrum disorder who can speak, read, write, and handle basic life skills like eating and getting dressed. They can live independently.
Stimming, which is a nickname for “self-stimulatory behavior” is a repetitive behavior such as head banging, hand flapping, rocking, or making noises or sounds that helps a child with Autism Spectrum Disorder (ASD) to self-soothe.
People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea.
Some forms involve stereotyped and repetitive motor mannerisms or use of language. Common examples of stereotypy are hand flapping, body rocking, toe walking, spinning objects, sniffing, immediate and delayed echolalia, and running objects across one's peripheral vision (Schreibman, Heyser, & Stahmer, 1999).
Autistic children might have difficulty learning language because they tend to show less interest in other people in the first 12 months of life. They might be more focused on other things going on around them.
About stimming and autism
Stimming might include: hand and finger mannerisms – for example, finger-flicking and hand-flapping. unusual body movements – for example, rocking back and forth while sitting or standing. posturing – for example, holding hands or fingers out at an angle or arching the back while sitting.
Unmasking requires non-autistic people to be more inclusive and welcoming of their neurodivergent peers – whether they are autistic, have ADHD, Tourette's syndrome, dyslexia or anything else. Here are two important ways to be an ally: Communicate as clearly as possible and avoid turns of phrase.
excessive repetitions of phrases, revisions of ideas, filler words such as “um” or “uh” excessive over-coarticulation. Sounds in words run together and sounds or syllables may be deleted. For example, “It's like this” may sound like, “slikethi.”
Vocal stimming, also known as auditory stimming, is self-stimulatory behaviour that involves the use of the mouth, lips and vocal cords. It can also involve the use of ears.
Many individuals on the autism spectrum have a “flat affect” or reduced facial display. “Flat affect” is a term used to describe a lack of emotional reactivity or expressivity. With a flat affect, expressive gestures are minimal, and there is little animation in facial expression or vocal inflection.
Differentiate among the common speech organizational patterns: categorical/topical, comparison/contrast, spatial, chronological, biographical, causal, problem-cause-solution, and psychological.