ASD 2
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ASD 2
Generational, social, and cultural images of caregiving, children, and family life shape the input language. The first 3 years are the most intensive for language development, as this is when the brain rapidly develops and is able to learn new information. If this critical period passes without adequate interaction and opportunity for language development, it will become more challenging to accomplish the milestones as the child develops. One of the most common communication impairments which prevail in our society which needs immediate intervention is ASD. Shorter joint engagement, insufficient communication intent, constrained gestures, and consonant production are all known characteristics of children with ASD. The quantity and quality of verbal input provided by caregivers has a significant impact on the linguistic development of young children. From a young age, children with ASD exhibit less frequent eye contact, turn-taking abilities, and referential gazing, according to research. Studies indicate that some parents have negative behaviors like controlling or commanding during play and some parents have positive adaptability in light of their child's ASD diagnosis which includes more symbol highlighting, more social initiations, stimulating higher levels of play, and high levels of sensitivity. Initiations and responses by these children are also unpredictable and inconsistent. When compared to their TD peers and mothers, children with ASD and their mothers smile at one another less frequently during interaction. In these parents, there was a common propensity to show low levels of synchrony when performing or talking about the same activity/object/person, as well as high levels of demanding behaviors. Parents of children with ASD make more physical touch with their children and utilize fewer social verbal techniques. When communicating with their ASD children, these parents/caregivers exhibited more initiative than when communicating with their TD children. The social initiatives and directives utilized by parents of children with ASD were not significantly different from those employed by parents of children with TD. Some parents play with their children and perceive them as interactive parents based on cultural conventions and family beliefs, while others do not consider playing with young children to be an adult's responsibility. Evidence based practices indicate that caregiver-implemented intervention produces positive results in children with ASD. Therefore, in order to equip caregivers to be effective communicators, a thorough grasp of their communication styles is required. Also, parent-child interactions should be considered when evaluating the language development of children with ASD, and to known how it is different from the parent-child interaction of a TD children.
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