The Study of the Autistics Children's speech based on Interpersonal and textual metafunctions in the Halliday's Systemic Functional Grammar

Document Type : Research

Authors

1 Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran

2 Assistant Professor Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran

3 Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba University. Tehran, Iran

Abstract

Autism, first introduced by Bleuler (1940) and later developed by Kanner (1940), is a neurodevelopmental disorder that poses challenges in communication for autistic individuals, hindering their social interactions and activities. Autism encompasses cognitive and linguistic difficulties, with genetics believed to be a contributing factor. Symptoms often become evident between 18 to 36 months of age. Autistic individuals commonly struggle with verbal and non-verbal communication, social interaction, and other activities. Communication difficulties are a core characteristic of autism, with approximately 50% of autistic individuals being unable to use language for communication. A notable trait is the avoidance of the pronoun "I," and the repetition of words and phrases, known as 'echolalia.' There is a wide spectrum of language development among autistic individuals, ranging from those who never speak to those who exhibit slow comprehension despite fluent speech. This spectrum includes both mild and severe forms of autism, with some severely affected individuals being non-verbal or having echolalia. Milder cases learn language but tend to use words and expressions based on their own perspectives, making simple conversations challenging. The speech performance of autistic individuals has been a subject of controversy in psychology, as their appearance is often similar to non-autistic individuals, making it difficult for families to recognize and accept their children's challenges. This lack of recognition can lead to frustration for parents, who may not receive the verbal and practical affection they need.

Keywords

References

  1. Akbari Bayatiani, Z. (2018). The disorder in the autism spectrum from diagnosis to remedy. Shafaye Khatam Journal 6 (4), 93-101 [In Persian].
  2. Alizadeh, M. (2014). The effectiveness of rhythmic speech on the development of Autistic children’s speech. Paper presented at The First Conference on Individual-Social empowerment of People with Special Needs. 15-16 October, Ghaenat, Islamic Azad University Ghaenat [In Persian].
  3. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, text revision DSM IV-TR. (4th ed.). Washington, DC: American Psychiatric Association.
  4. Armstrong, E. M. (2001). Connecting lexical patterns of verb usage with discourse meanings in aphasia. Aphasiology, 15, 1029–1046
  5. Armstrong, E. M. (2002). Clause Complex Relations in Aphasic Discourse: a longitudinal case study. Journal of Neurolinguistics, 7(4), 261-275.
  6. Armstrong, E. M. (2005). Language disorder: A functional linguistic perspective. Clinical Linguistics and Phonetics, 19(3), 137-153.
  7. Bleuler, E. (1950). Dementia praecox or the group of schizophrenias. New York: International Universities Press.
  8. Boucher, J. (2003). Language development in autism. International Journal of Pediatric Otorhinolaryngology, 1, 159-163.
  9. Bushwick NL. (2001). Social learning and the etiology of autism. New Ideas in Psychology, 19, 49–75.
  10. Charman, T., Pickies, A., Simonoff, E., & Chandler, S. (2011). IQ in Children with autism spectrum disorders: Data from the special needs & Autism Project. Psychological Medicine, 41(3), 619-627.
  11. Coffin, C., Lillis, T., O’Halloran, K. (2009). Applied linguistics methods: A reader. UK: Routledge.
  12. Cohen, H., & Re´ millard, S. (2003). Encyclopedia of language and linguistics (ELL2) (2nd ed.). UK: Elsevier.
  13. Crystal, D. (1995). Child language teaching and therapy. USA: Sage publication. 
  14. Cummings, E. M., Schermerhorn, A. C., Davies, P. T., Goeke-Morey, M. C., & Cummings, J. S. (2006). Inter parental discord and child adjustment: Prospective investigations of emotional security as an explanatory mechanism. Child Development, 77(1),132-152.
  15. Ebrahimi Parsa, F. (2010). The study of autistic children’s speech disorder (Master thesis). Allame Tabataba’i University. Tehran. Iran [In Persian].
  16. Ferdowsi, N., Ashayeri, H., Modarresi, Y., & Roshan, B. (2013). The effects of melodic intonation therapy on 7-10- year, Persian, autistic, male children’s speech. Advances in Cognitive Science, 15(3), 12-23 [In Persian].
  17. Ferguson, A. (1992). Interpersonal aspects of aphasic conversation. Journal of Neurolinguistics 7, 277–294.
  18. Gotteri, N. (1988). Systemic Linguistics in speech pathology. In Robin P. Fawcett and David Young (eds). Theory and application (pp. 219-225). New York: Academic.
  19. Halliday, M.A.K. & Matthiesson, C.M.I.M. (2014). Halliday’s introduction to functional grammar (4th ed). New York: Routledge.
  20. Hart Barnett, J. E., & Whalon, K. (2011). Creating social opportunities for students with autism spectrum disorder in inclusive settings. Invention in Schools and Clinic, 46(5), 273-279.
  21. Jalili, M. (2013). The study of the effect of mimicry and cognitive approaches on autistic children’s speech development (Master thesis). Ferdowsi University of Mashhad, Mashad, Iran [In Persian].
  22. Kanner, L. (1943). Autistic disturbances of affective contact: Nervous child. Quarterly Journal of Psychopathology, Psychotherapy, Mental Hygiene, and Guidance of the Child, 2, 217–250.
  23. Karami, M. (2012). Comparing linguistic features of speech in children with autism and typically developing children (PhD Dissertation). Shahid Bahonar, Kerman, Iran [In Persian].
  24. Mehri, A., Tahanzadeh, B., & Jahani, Y. (2010). The study of the use of Persian tenses among Broca aphasic patients. Auditory and Vestibular Research, 9 (1), 78-85 [In Persian].
  25. Miri, M., Sharidi, S., & Stagi, A. (2020). The effect of storytelling on children with autism spoken language (Mild to Moderate Spectrum). ZabanPazhuhi, 12(34), 109-139 [In Persian].
  26. Mohajer, M. & Navabi, M. (1997). Towards the linguistics of poetry. Tehran: Agah [In Persian].
  27. Paul, R., Bianchi, N., Augustyn, A., Klin, A., & Volkmar, FR. (2008). Production of syllable stress in speakers with autism spectrum disorders. Research in Autism Spectrum Disorders, 2,110-124.
  28. Roohparvar, R., Karami, M., & Madadi, M. (2014). Comparing phonetic, phonologic, morphologic and syntactic features of speech in children with autism and typically developing children. TavanBakshi Novin Journal, 18(3), 64-68 [In Persian].
  29. Salehi Heydarabad, M., Issazadegan, A., & Mikaieli, F. (2017). The effectiveness of non-verbal motor imitation on length of utterance in 8- 16-Year-Old children with autism spectrum disorders. Journal of Exceptional Children, 17(2), 5-12 [In Persian].
  30. Taghipour, K. & Nemati, S. (2018). The rehabilitation of autism spectrum disorder through assistive technology: A systematic review. Quarterly Journal of Child Mental Health, 5, (3), 193-209 [In Persian].
ZABANPAZHUHI (Journal of Language Research)
Volume 15, Issue 48
December 2023
Pages 65-88

Files

Share

How to cite

Statistics