SPEECH-LANGUAGE PATHOLOGY AND LANGUAGE DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by per-
sistent deficits in social communication and significant variability in language development. Given that
communication impairments constitute a core diagnostic feature of ASD, speech-language intervention
plays a fundamental role in promoting functional communication and social participation. This study
aimed to analyze the contribution of speech-language pathology to language development in children
with ASD, emphasizing evidence-based intervention strategies and structured communicative practices
within therapeutic contexts. A narrative literature review was conducted based on scientific articles inde-
xed in PubMed and related peer-reviewed sources. The review addressed neurobiological foundations
of communication in ASD, linguistic characteristics of children on the spectrum, and empirically suppor-
ted therapeutic approaches. The findings indicate that children with ASD frequently present receptive,
expressive, and pragmatic language vulnerabilities, as well as difficulties in inferential and nonliteral lan-
guage processing. Evidence supports the effectiveness of augmentative and alternative communication
systems, naturalistic developmental behavioral interventions, social communication training, and early
intervention programs. Structured and explicit communicative input within therapy may further enhance
comprehension by reducing cognitive load. Speech-language pathology is therefore essential in foste-
ring communicative competence, autonomy, and social inclusion in children with ASD.