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The human voice appears to trigger pleasure circuits in the brains of typical kids, but not children with autism, a Stanford University team reports. The finding could explain why many children with autism seem indifferent to spoken words. The Stanford team used functional MRI to compare the brains of 20 children who had autism spectrum disorders and 19 typical kids. In typical kids there was a strong connection between areas that respond to the human voice and areas that release the feel-good chemical dopamine, but that connection was reduced in autistic children. Connections between voice areas and areas involved in emotion-related learning also were weaker, creating greater communication difficulties. The new study's suggestion that motivation is the problem could explain why speech often comes late to children with autism even though the brain circuit involved in processing spoken words seems to function normally; the reward circuitry isn't working the way it does in typical children.

A mom to a child with autism wrote a children's book to demonstrate how her non-verbal son is able to communicate despite being unable to speak. Although many people with severe autism aren't able to verbally communicate, they are still able to communicate their thoughts through gestures, body language, and tablets. Tablets have become a voice for people with autism and allows them to show others that they are able to comprehend more than people realize. People with autism, especially children, face constant judgment and bullying. The hope is that this book will normalize and expose children to other children with autism.

Researchers have found they can go far in predicting which children with autism will eventually develop language and which will not - based on differences in brain activity when the children are infants and toddlers. The findings represent a potential breakthrough in tailoring future early intervention programs to improve communication and language even before a diagnosis of autism is possible at 18 to 24 months.

A new prospective study of six-month-old infants at high genetic risk for autism identified weak head and neck control as a red flag for autism spectrum disorder (ASD) and language and/or social developmental delays.

Scientists are reporting in the journal Science that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice. "We found that there were groups of neurons that were specialized and dedicated just for the processing of pitch," says Dr. Eddie Chang, a professor of neurological surgery at the University of California, San Francisco. Chang says these neurons allow the brain to detect "the melody of speech," or intonation, while other specialized brain cells identify vowels and consonants. "Intonation is about how we say things," Chang says. "It's important because we can change the meaning, even - without actually changing the words themselves." The identification of specialized cells that track intonation shows just how much importance the human brain assigns to hearing, says Nina Kraus, a neurobiologist who runs the Auditory Neuroscience Laboratory at Northwestern University. "Processing sound is one of the most complex jobs that we ask our brain to do," Kraus says. And it's a skill that some brains learn better than others, she says. Apparently, musicians, according to a study conducted by Kraus, are better than non-musicians at recognizing the subtle tonal changes found in Mandarin Chinese. On the other hand, recognizing intonation is a skill that's often impaired in people with autism, Kraus says. "A typically developing child will process those pitch contours very precisely," Kraus says. "But some kids on the autism spectrum don't. They understand the words you are saying, but they are not understanding how you mean it." The new study suggests that may be because the brain cells that usually keep track of pitch aren't working the way they should.

This article discusses the impact of special communication apps for children with Autism Spectrum Disorder and how they help non-verbal students communicate with the teachers and classmates.

A baby's first words usually have to do with their visual experiences. Familiar objects (e.g. shirts, the table, a spoon, bottle, etc.) can predict which words they'll learn first. This could suggest new ways to help treat autism and language deficits. There could be a correlation between visual processing problems and difficulty learning words. For example, children with autism have visual processing problems, which could explain why they have trouble communicating.

"Experienced meditators seem to be able switch off areas of the brain associated with daydreaming as well as psychiatric disorders such as autism and schizophrenia ... Less day dreaming has been associated with increased happiness levels ... experienced meditators had decreased activity in areas of the brain called the default mode network, which has been implicated in lapses of attention and disorders such as anxiety, attention deficit and hyperactivity disorder, and even the buildup of beta amyloid plaques in Alzheimer's disease."

A linguist with autism?

This article done talks about how children with autism have their "critical period" of language learning affected. Research was done through observation through an EEG which monitored babies of multiple age groups, specifically their auditory cortex.

In this article addressed to teachers, author Julia Csillag cites research on the use of wordless texts to teach students with autism spectrum disorder. Wordless texts can be used to address a variety of skills that autistic students typically struggle with, including diverse literacy skills, cognitive flexibility, and nonverbal communication. Removing words and auditory information also supports autistic students since integrating information from multiple senses can take longer in autistic individuals, particularly if this information is linguistic. Removing words can therefore positively influence processing. Using wordless books or movies can build diverse literacy skills in terms of making inferences, understanding narrative structure, and using evidence to support a claim. All wordless "texts" support individuals' ability to make inferences, which is helpful since research shows that "students with Asperger syndrome…had challenges in making inferences from the text" (Knight & Sartrini, 2014). Moreover, researchers have found that "similar processes contribute to comprehension of narratives across different media" (Kendeou, P. et al, 2009), meaning that addressing visual inferences can transfer to inferences made during reading. Images and silent books or movies necessarily require students to infer what is happening, who the characters are, etc.

According to the CDC autism spectrum disorder affects 1 in 150 children. The Language Use Inventory (LUI) is a questionnaire for parents about their child's language use in various settings. It focuses on pragmatic language development in everyday interactions. This will help doctors understand ways of identifying language skills in autistic children.

14 children with autism spectrum disorder participated in the "Hunter Heartbeat Method" which is a drama-based social skills intervention. The children play games that work on skills like facial emotion recognition, personal space, social improvisation, and pragmatics of dialogue exchange. The games are based on the plot of The Tempest and are taught in a relaxed and playful environment. At the end of the ten week program, children showed better language skills and were able to better recognize facial expressions.

This article delves into the "language-sensitive brain regions," and how they differ between kids with ASD that go on to being adequate/superb English speakers and those who hardly speak at all.

"Even when daydreaming, there is a tremendous amount of communication happening between different areas in the brain... The fact that these areas are synchronized has led many scientists to presume that they are all part of an interconnected network called a resting-state network. ... that these resting-state networks look essentially normal in people missing the corpus callosum link... [it] highlights the brain's remarkable plasticity... the findings are significant when considering the link between brain connections and autism or schizophrenia."

An unreleased study tracked infants', a group with autistic older siblings and another without, gaze when shown a video of an adult speaking while surrounded by toys. The two groups had similar times in watching the screen and mouth and face of the actor as a whole. But it was shown that the younger siblings may not internalize the linguistic clues that help babies learn language.

This article details the impact of effective technology and the accessibility that comes with communication methods. The article also describes the way that iPads and tablets have become a part of the way that special education teachers communicate with their students and the newfound independence of non-verbal students.