Word Finding

Word problem difficulties in ASD individuals show roots in to executive functioning tasks including motor planning, mental planning problem solving and organizing ideas (Geffner 2007). When verbal skills are lacking, the ASD child can be observed taking a parents/caregivers hand to direct their attention to an object. Typical pragmatic issues are also relevant to the social impact of verbal communication, and make communication more challenging. ”Variability in expressive language for children with ASD is considerable and puzzling” (Watson et al. 2008). Imitation and echolalia are two learning behaviors that are often experienced when working with these individuals. It is known that ASD individuals sill struggle with verbal skills while others develop a profound vocabulary base. The reasons for this remain unknown. Watson & Flippin (2008) completed a language study of ASD individuals, identifying that early verbal and cognitive skills are indicative of future language skills. A great deal of reseach has been completed on joint attention and the deficits illustrated by ASD children. Joint attention can be explained as the ability to have another person attend to an object or item without using verbal language. For example: a child and his parent are in a social event in the community, and the audience is quiet. The parent was trying to call his son’s attention to someone in the crowd with an orange coat. The parent looked at the orange coat, then to his son, and back to the coat without verbal exchange. The 2 yr old son then looked at the orange coat and back to his father and smiled. This is joint attention, and the early development (usually 18-24 months) is essential to later language development. This attention will be one component related to performance in social conversation.

Kasari et al. (2008) completed a research project on language outcomes in autistic children with 12 month follow up. Fifty eight children between ages 3 and 4 yrs and randomized to joint attention (JA) task; symbolic play (SP) task or control group. Daily interventions were completed for 30 min sessions over a period of 5-6 weeks. It was concluded that symbolic play and joint attention activities are able to increase expressive language skills
In autistic children (p.136). Joint attention tasks demonstrated a greater outcome than symbolic play in developing sophisticated language skills.

Early intervention should be directed at joint attention and imitation tasks to better develop language skills. Children learn through play, particularly in motivating tasks that drives them to succeed. When choosing a task, the therapist should select objects that are of interest to the child, using a family centered approach.


Geffner, D. Managing Executive Function Disorders. ASHS Conference. St. John’s University. PPT 2007. ASHA.org
Kasari, C.; Paparella, T.; Freeman, S.; Jahromi, L. B.; Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions, 2008, 76, 1, 125-137, Journal of Consulting and Clinical Psychology
Watson, L R. & Flippin, M. (2008, May 27). Language outcomes for young children with autism spectrum disorders. The ASHA Leader, 13(7), 8-12.