The Environmental Factors and Spoken English in Children with Autism: A Literature Review

Abstract

Autism Spectrum Disorder (ASD) impacts a person's communication and social interaction skills. For individuals with autism, achieving native-like spoken English language proficiency can be a complex and formidable undertaking. The environment plays a critical role in shaping the acquisition of language, and this applies specifically to children with autism. This literature review aimed to investigate the influence of environmental factors on the improvement of native-like spoken English skills in children with autism. Past studies indicated that early diagnosis of autism followed by intensive therapy and participation in preschool programming can increase the total amount of spoken English exposure for children with autism. Bilingual language exposure by parents does not cause language or speech delays in autistic children, and in fact, bilingualism can offer numerous advantages for individuals with autism, including social development, cultural connections, and overall well-being. However, there is still a lack of conclusive evidence to support the recommendation that parents use English exclusively with their autistic children. Further research is necessary to fully understand the complex relationship between environmental factors and the development of spoken English abilities in children with autism.