Promoting Language Perception in Children with ASD Through Targeted Teaching Methods

This paper involves a multi-national and multi-language scope based on research papers that have already been published, which delves into the intricate status of language acquisition of children with Autism Spectrum Disorder (ASD), focusing on the specific problems these children encounter, their distinct language learning needs, and the interventions that have proven effective. Given the communication difficulties inherent in ASD, understanding and addressing these challenges is vital for promoting language development. This essay synthesizes findings from multiple studies analyzing monolingual and bilingual language development in children with autism, aiming to address key research questions: What interventions effectively support language development and social communication needs in children with autism, and what are the characteristics of these interventions? Additionally, the paper explores whether bilingualism presents additional challenges or offers benefits for children with ASD. Findings shows that while bilingualism does not negatively impact language acquisition, targeted interventions are crucial for facilitating language development. And even the bilingual education itself is an effective method for improving the development of language acquisition of children with autism, whether in domains of monolingual or bilingual education.