Communication Trajectory in Children with Autism Spectrum Disorder : A Systematic Literature Review

Stability of diagnosis, symptoms and functioning across the life span is central to understanding any disorder and yet remains a relatively unexplored area in the study of autism (Sigman & McGovern, 2005). This is particularly apparent in the development of communication, including social interaction and language development in children with autism spectrum disorder (ASD), as there is little research on longitudinal development of children with ASD in general. The outlook on ASD has changed throughout the years, and although the emphasis on speech delay and communication problems have been separated from ASD, it is still one of the most common causes of initial referral in autism diagnoses (Pickles, Risi & Lord, 2004). Understanding the trajectory of communication for a child with ASD is fundamental in providing support and intervention in early years development. As communication is also a primary indicator on later development, it can gage outcomes into adaptive skills, school achievement and adult independence in later adult life. Eleven articles were identified in order to systematically review longitudinal studies based on communication development in ASD, or lack thereof, and why it is important to further carry out research in this area. This review seeks to explore: 1. How the development of different communicative functions in children with ASD is related to change over time. And, 2. What aspects of the child’s proximal processes and/or the child’s characteristics are discussed during measurement periods. Communicative functions were the most common form of communication observed in the studies at assessment periods and as for time points; two assessment periods were most common showing a linear trajectory of progress or decline from time point 1 and 2. All studies discussed aspects of child characteristics, most predominantly being gender and I.Q., however lacked insight into the significance of these and factors of proximal process during measurement periods in the studies reviewed. Ultimately, results display a need for more studies with at least three time points. With two time points only comes a “before” and “after” perspective, whereas, three or more time points enables collection of waves of data, showing key predictors of change in communication in children with a form of ASD