Affiliation:
1. European University, Cyprus
2. National Kapodistrian University of Athens, Greece
Abstract
Language development in children and adolescents with autism spectrum disorder (ASD) is associated with deficits in receptive and expressive language, including pragmatics, language structure, and inappropriate verbal utterances (e.g., stereotypic and echolalic utterances). Moreover, children and adolescents with ASD present deficits in first- and in second-order ‘Theory-of Mind' (ToM), even when their overall cognitive abilities are intact. Difficulties in understanding the ‘pragmatic use of language', in particular, may be attributed to deficits in two other domains: those of ToM and of Social Pragmatics. It is proposed that the systematic use of “internal/mental-state language” by parents and teachers, and the promotion of metacognitive language and metacognitive thinking could be largely beneficial for children and adolescents with ASD. Thus, it is strongly recommended that the development of these areas is addressed in their treatment programs, aiming to improve not only cognitive and socioemotional development, but their overall quality of life as well.