Case Study: Language Difficulties Associated with Autism
Background
Tony is a 13-year-old boy with a diagnosis of autism who speaks three languages: English, Spanish, and Romanian. Even though he can understand and use all three, he finds it more difficult to take part in longer conversations in both English and Romanian. He found it easier to speak Spanish with his Spanish teacher, but even this was difficult for him at times.
Tony’s difficulties impacted his ability to take part in conversations, especially in class or group situations. This made it more difficult for him to connect with others and share his ideas.
Although Tony doesn’t seem particularly upset by his communication challenges (because he isn’t fully aware of them), school staff were concerned. They used a tool called the TOMs scale (which stands for “Therapy Outcome Measures”) to rate how much his difficulties were affecting his wellbeing. It’s a simple 1 to 5 scale where 1 is very distressed and 5 is no distress at all. Teachers gave Tony a score of 3 out of 5, meaning they noticed some level of emotional impact.
His language difficulties also impacted his ability to access the curriciulum. When Tony was first referred to Chatterbug, he was working at a U grade level, which is below the expected standard. He found it difficult to understand lessons without pre-teaching (extra support before the class to help him access the content).
How did Chatterbug help?
At Chatterbug, Tony was assessed in all three of his languages – English, Spanish and Romanian. This was very important, because it gave a full picture of his communication strengths and difficulties across all the languages he uses.
The assessment showed that Tony has a language disorder associated with autism. Without being able to assess him in all three languages, it would have been much harder to make this diagnosis. Now that his difficulties have a clear explanation, the school can better understand how to support him.
Tony’s progress to date
Tony is now receiving a block of therapy sessions through Chatterbug. These sessions are focusing on learning new vocabulary, as understanding and using words was identified as a key area of difficulty. He’s already making good progress – for example, he is now using a dictionary to help him learn and remember new words.
He’s also getting extra support through therapy groups at school, which are guided by the Chatterbug therapist’s advice and observations.
Tony’s school staff describe him as a positive, friendly young person. He engages well with the work set and seems happy to take part in sessions, which is not always the case for young people in similar situations. This is a really positive sign and shows that he is beginning to feel more confident and supported.
How can Chatterbug help you and your child?
Chatterbug’s evidence-based approach and commitment to early intervention have supported over 50,000 children in improving their communication skills. Our dedicated team of SLTs and CALS are here to provide the personalised support your child needs to thrive. Whether you’re seeking an initial assessment, regular therapy sessions, autism screening, or comprehensive reviews, Chatterbug offers a warm and effective pathway to enhance your child’s communication abilities. For more information on how Chatterbug can support your child, contact us here.
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