Neuro Revolution International

Importance of developing prelinguistic skills before speech therapy in children with autism

Autism spectrum disorder (ASD) is characterized by challenges in socialization, communication, and behavior. The severity of these symptoms varies widely among children. One of the major difficulties faced by children with autism is communication, which often leads to delayed language development. Early identification and intervention of these communication impairments can significantly improve a child’s ability to interact with their environment.
Speech therapy is a common intervention for individuals with speech and language impairments, including those with autism. It aims to enhance communication skills and foster language development. However, the effectiveness of speech therapy can be significantly improved when prelinguistic skills are developed before the commencement of formal speech therapy. These foundational skills lay the groundwork for speech therapy techniques, thereby increasing the likelihood of successful language development and communication outcomes.
Prelinguistic skills are foundational abilities that emerge before spoken language develops. They form the basis of verbal communication and include behaviors and interactions such as eye contact, joint attention, social response, gestures, imitation, turn-taking, and babbling. These skills are typically acquired in the first few months of a child’s life and lay the groundwork for later language and social communication.
Children with autism often struggle with language and communication development, particularly in terms of social interaction. Prelinguistic skills play a crucial role in shaping these children’s language development trajectory. Therefore, understanding the importance of prelinguistic skill development and incorporating it into intervention strategies before speech therapy is essential. During the assessment and intervention of children with ASD, it’s important to recognize prelinguistic skills, their developmental hierarchy, and their impact on children’s current and future communication skills. By nurturing these foundational skills, we pave the way for more effective and targeted speech therapy interventions, ultimately helping children with autism acquire language skills and interact more effectively with their environment.
This article underscores the importance of developing prelinguistic skills as a vital complementary intervention for children with autism by highlighting relevant evidence and research conducted over the years.
Language development theories suggest that early childhood interactions play a crucial role in prelinguistic skill development. Additionally, principles of learning such as association and reinforcement, observation, and imitation also form the foundation of speech and language development. The gradual progression of language over time further supports the idea that children learn through imitation and reinforcement.
The prelinguistic stage precedes meaningful language use in a child’s life. During this stage, children begin to use nonverbal communication behaviors such as eye contact and gestures. This gradually leads to the formation of single words, then phrases and sentences. This is also when they start to understand and comprehend language for successful communication. However, this typical linguistic development does not occur in children with ASD. Therefore, early instruction in these skills can predict successful language and communication development.

The positive impact of prelinguistic skills on communication outcomes There exist numerous studies which have shown the effectiveness of developing prelinguistic skills in children with ASD. One such study involved interventions targeting these skills and the findings showed significant improvement in skills such as gestures, joint attention, and vocalizations in the children. The author also conducted a meta-analysis which included a systematic search to understand the relationship between vocalizations and expressive language skills. This analysis was conducted on children falling under the age of 9 years. The results of the analysis showed a strong correlation between the two, supporting the importance of developing prelinguistic skills such as vocalizations in children. Another group of researchers conducted a study to understand the long-term outcome of a collection of prelinguistic skills measured during the second year of the children’s lives. They then measured the language outcome in the third year to understand how the latter can be predicted based on the prelinguistic skills. This study was done on typically developing children. The findings revealed a continuity between the prelinguistic and language skills later. It also demonstrated how individual differences also play a major role in the language outcome of this group. One study followed a group of 18 children with developmental disabilities over a two-year period. The children’s ages lay between three to six years of age and their linguistic skills were assessed every 6 months. The children would primarily use gestures, some vocalizations, and one-word utterances to communicate. The researchers measured skills such as rate of prelinguistic communication, parental responsiveness, and attainment of gestures. The findings of this study were also synchronous with the fact that the prelinguistic skills measured were significant predictors of the linguistic development outcomes later. Another study researched nonverbal communication in children with autism. They assessed the participants on certain skills such as joint attention, social response, and requesting. They found significant deficits in joint attention and the frequency of communication in these children was lower in than even typically developing children with younger mental age. This was tested on a group of 2-3-year-old children with autism. The findings implied that these younger children with autism show marked deficits in turn-taking and joint attention even during the early stages of linguistic development. We can use this for early identification and subsequently early interventions for children with autism. One such method is to focus on prelinguistic development when planning interventions. One study studied a cohort of children with a heightened risk of developing autism as they had a sibling diagnosed with autism. They studied the social communicative behaviors of these children to understand whether the behaviors involving joint attention, vocalizations, and their coordination among the children differed across different modalities. The study found that the differences in coordination of these behaviors may have a negative effect on the development of these socio-communicative behaviors in children who were later diagnosed with ASD. This implies that the lack of coordination between these prelinguistic behaviors may delay further language development. These findings indicate the need for complementing existing interventions with strategies to improve the coordination of these communicative behaviors or prelinguistic skills.

Written by-
Manali Kene
Psychologist
Neuro Revolution International

An Audacious thought; Turning Social and Financial Costs into Gains through Treatment for Autism and ADHD

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are neurodevelopmental disorders that can have significant social and financial costs for individuals, families, and society. A literature review on the economic costs of ASD found that individuals with ASD and families with children with ASD have higher costs. Education costs appear to be a major cost component for parents with children with ASD. Similarly, a study on the personal and financial costs of ADHD found that the disorder costs Australia US$13 billion a year in social and economic losses.

Reducing Costs through Proper Treatment and Support

With proper screening, treatment and support, these costs can be reduced and even turned into gains. Early identification and intervention for children with ASD or ADHD can improve outcomes and reduce long-term costs. Treatment for ASD can include behavior therapy, speech-language therapy, play-based therapy, physical therapy, occupational therapy, and nutritional therapy. Treatment for ADHD can include medication, behavior therapy, cognitive-behavioral therapy, counseling, and education .

Turning Costs into Gains

By providing individuals with ASD or ADHD with the support they need to reach their full potential, we can turn the social and financial costs of these disorders into gains. This not only benefits the individuals themselves but also their families and society as a whole.

Neuro Revolution International’s Expertise in Treating Autism and ADHD

Neuro Revolution International (NRI) is a leading provider of evidence-based Advanced therapies for Autism and ADHD. Based in Pune, India, NRI offers safe, effective, and internationally recognized interventions for individuals with these neurodevelopmental disorders. NRI’s approach is based on scientific and evidence-based interventions that are of international standards. At NRI, the focus is on identifying the developmental delay and quantifying it. With its expertise and commitment to providing the best possible care, NRI is helping Children with Autism and ADHD reach their full potential.

Conclusion

In conclusion, while Autism and ADHD can have significant social and financial costs, these costs can be reduced through proper treatment and support. By investing in early identification and intervention, we can help individuals with these disorders reach their full potential and turn costs into gains.

Autism, ADHD - Great Recovery is possible through the Golden Window!

Autism and ADHD are prevalent conditions in India, affecting millions of children and their families.

Early intervention is a crucial step in helping children with Autism and ADHD achieve their full potential. Early interventions occur at or before preschool age, as early as 2 or 3 years of age. This is the Golden Window! In this period, a young child’s brain is still forming, meaning it is more “plastic” or changeable than at older ages. Because of this plasticity, treatments have a better chance of being effective in the longer term. Early interventions not only give children the best start possible but also the best chance of developing to their full potential. The sooner a child gets help, the greater the chance for learning and progress.

In fact, recent guidelines suggest starting an integrated developmental and behavioral intervention as soon as ASD is diagnosed or seriously suspected. With early intervention, some children with autism make so much progress that they are no longer on the autism spectrum when they are older. Many of the children who later go off the spectrum have some things in common: Diagnosis and treatment at younger ages, a higher intelligence quotient (IQ) than average for a child with autism, and better language and motor skills.

At Neuro Revolution International, we are committed to bringing cutting-edge technology to early intervention.

The Golden Window - Early Intervention and its Success for Children Impacted by Autism and ADHD

Autism and ADHD are prevalent conditions in India, affecting millions of children and their families. A systematic review done by Anil Chauhan et al. 2019, showed that the prevalence of Autism Spectrum Disorder (ASD) in India in children aged 1-18 years from rural population was 0.11% and in children aged 1-15 years from urban population was 0.09%. Another study conducted in different parts of India suggested a prevalence of ADHD between 2% to as high as 17%2. In other studies the rough numbers are about 23 million children on the Autism Spectrum and about 10 million children diagnosed with ADHD every year in India.
Early intervention is a crucial step in helping children with Autism and ADHD achieve their full potential. Research shows that early diagnosis of and interventions for autism are more likely to have major long-term positive effects on symptoms and later skills. Early intervention programs often include family training, speech therapy, hearing impairment services, physical therapy, and nutrition services.
Early interventions occur at or before preschool age, as early as 2 or 3 years of age. In this period, a young child’s brain is still forming, meaning it is more “plastic” or changeable than at older ages. Because of this plasticity, treatments have a better chance of being effective in the longer term. Early interventions not only give children the best start possible but also the best chance of developing to their full potential. The sooner a child gets help, the greater the chance for learning and progress.
In fact, recent guidelines suggest starting an integrated developmental and behavioral intervention as soon as ASD is diagnosed or seriously suspected. With early intervention, some children with autism make so much progress that they are no longer on the autism spectrum when they are older. Many of the children who later go off the spectrum have some things in common: Diagnosis and treatment at younger ages, a higher intelligence quotient (IQ) than average for a child with autism, and better language and motor skills.
At Neuro Revolution International, we are committed to bringing cutting-edge technology to early intervention. Our world-class Early Intervention Center provides internationally acclaimed services for children with special needs. Our team of experts uses the latest research and techniques to help children achieve their full potential
In conclusion, early intervention is the greatest way of bringing life-lasting positive changes in children impacted by Autism and ADHD. The evidence base for the effectiveness of interventions for children with autism is limited but a number of randomized control trials have shown benefits across a number of outcome measures1. It is important for parents, caregivers, and educators to understand the value of early intervention and to seek help as soon as possible.
Sources:
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Chauhan et al., Prevalence of autism spectrum disorder in Indian children: A systematic review and meta-analysis
Neeuro

Renny Lembard
Founder and CEO
NRI

Our Chief Psychologist; Ms Anmol Joy Anthony will discuss the new and upcoming treatment options for children on Autism Spectrum and ADHD.

With Increasing world class research new frontiers of treatment are beginning to appear. This webinar takes a look at some of these modern, tech driven treatment options.

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5 steps to help children with ADHD for Parents

Dealing with a child with ADHD can be challenging, but there are several strategies that parents can use to help manage their child’s behavior and support their development. Here are 5 steps that parents can take to help their child with ADHD:

Step 1 - Provide clear, consistent expectations, directions, and limits: Children with ADHD need to know exactly what is expected of them and perform better in structured situations.

Step 2 - Break up tasks into small pieces: Children with ADHD benefit from having tasks broken down into manageable steps, with positive feedback given as each step is completed.

Step 3 - Discipline with purpose and warmth: It’s important to learn which discipline approaches work best for a child with ADHD and which can make their symptoms worse. A child’s therapist can provide guidance on how to respond to their behaviors

Step 4 - Encourage physical activity: Regular physical activity can help improve focus and reduce impulsivity in children with ADHD.

Step 5 - Seek support: Parent training and support groups can provide valuable information and resources for managing a child with ADHD.

These are just a few strategies that can help parents manage their child’s ADHD. It’s important to work closely with healthcare professionals to develop an individualized treatment plan that addresses the specific needs of the child

At Neuro Revolution International, we can help with the assessment process. Our approach to therapy is non-invasive, with no use of pills or injections, and focuses on individualized treatment2. Our vision is to provide evidence-based therapies that enable children with special needs to achieve their full potential and participate in society in a respectful and comfortable manner3.

Don’t hesitate to reach out to us for more information on how we can help your child.

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Starting Early for a Brighter Future

How Intervention Can Mitigate Challenges in Children with Autism and ADHD

Early intervention bridges the gap between potential and achievement, supporting children's learning and development, and paving the way for future success in academics and life.

Through early intervention, children with Autism and ADHD take significant strides in motor skills development, building strength, coordination, and motor planning for a brighter future.

By embracing early intervention, we nurture children's linguistic potential, promoting vocabulary acquisition, comprehension, and effective communication.

Stay committed to attending appointments and executing recommendations, ensuring continuity in early intervention efforts for Autism and ADHD. Together, we can make a lasting impact on your child's journey.

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Establish a plan that fosters growth, sets achievable goals, and incorporates effective strategies to help your child succeed in meeting developmental milestones.

Seeking the expertise of professionals in Autism and ADHD ensures that you are equipped with the knowledge and support to foster your child's growth, development, and well-being.