The Impact of Subtle Language and Communication Difficulties on the Daily Lives of Autistic Children without Intellectual Disability: Parent Perspectives

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Autor/inn/en	Sturrock, Alexandra; Foy, Kate; Freed, Jenny; Adams, Catherine; Leadbitter, Kathy
Titel	The Impact of Subtle Language and Communication Difficulties on the Daily Lives of Autistic Children without Intellectual Disability: Parent Perspectives
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 4, S.1232-1250 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sturrock, Alexandra) ORCID (Freed, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12859
Schlagwörter	Autism Spectrum Disorders; Children; Early Adolescents; Language Impairments; Communication Disorders; Language Skills; Communication Skills; Peer Relationship; Academic Achievement; Emotional Response; Withdrawal (Psychology); Self Concept; Parent Attitudes; Intervention; Well Being; Mental Health + Suchen Sie Ihr Suchwort? Autism; Autismus; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kommunikationsstörung; Language skill; Sprachkompetenz; Kommunikationsstil; Peer-Beziehungen; Schulleistung; Emotionales Verhalten; Rückzugsverhalten; Selbstkonzept; Elternverhalten; Well-being; Wellness; Wohlbefinden; Psychohygiene
Abstract	Background: Autistic children without intellectual disability will likely experience higher level language and communication difficulties. These may appear subtle, in that they are not immediately evident to those who do not know the child well and may not manifest in all environments. Because of this, the impact of such difficulties may be underestimated. This phenomenon has similarly attracted little research attention, meaning the extent to which subtle language and communication difficulties contribute to the needs of autistic individuals without intellectual disability may be underspecified in clinical services. Aims: To offer a detailed exploration of how relatively subtle language and communication difficulties impact on autistic children without intellectual disability and what strategies parents recognize can mediate those negative effects. Methods & Procedures: Twelve parents of autistic children from the target group (aged 8-14 years, attending mainstream school) were interviewed about how subtle language and communication difficulties impact their autistic child. Rich accounts were derived then analysed using thematic analysis. Eight of the children discussed had previously been interviewed independently in a parallel study. Comparisons are discussed in this paper. Outcomes & Results: Parents reported heterogeneous but pervasive higher level language and communication difficulties which universally impacted key areas of the children's function--peer relationships, developing independence and performance in education. Communication difficulties were also universally associated with negative emotional responses, social withdrawal and/or negative self-perceptions. While parents identified a range of ad hoc strategies and naturally occurring opportunities that improved outcomes, there was little mention of the means to address primary language and communication difficulties. The current study showed a number of parallels with child accounts, demonstrating the benefits of collecting data from both sources in clinical and research investigations. However, parents were more concerned about longer term implications of language and communication difficulties and highlighted their impact on the child developing functional independence. Conclusions & Implications: Subtle language and communication difficulties, typically identified in this higher ability autistic group, can impact significantly on key areas of childhood function. Support strategies seem to be parent generated and inconsistently applied across individuals, without the benefit of coherent specialist services. Dedicated provision and resources targeting areas of functional need may be beneficial to the group. In addition, the commonly reported association between subtle language and communication difficulties and emotional well-being indicates the need for greater exploration using empirical methods, and joined-up clinical working between speech and language therapy and mental health services. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01