Abstract

In the Research Exploratory Essay, the assignment was to form an argument by synthesizing information from various sources about a topic. Using summary, quotations, and citations, we established our theses and built our ideas.

Cover Letter

When I received the prompt for this assignment, I knew that I wanted to talk about ASD, which relates to language and literacy, but which I could also stand to research a lot more about. It is a topic I’ve always held close to my heart, and that I believe requires more normalization and general understanding. In writing this paper, I first read through a number of journals and peer-reviewed studies and papers to find my general argument. Using this, I outlined my paper, then filled in the informational gaps with information from the articles I had read.

One issue I struggled with in writing this paper was how to make it look more like an English essay, as opposed to a psychology paper, which it ended up resembling anyway. As a writer, I am most experienced with writing science-based papers, and I believe this has made me more prone to writing STEM papers, instead of humanities papers. I also struggled with overcoming the rules I’ve learned for writing these science papers. One in particular that I found difficult to unlearn was introducing sources, which was required by this assignment. I found it especially difficult to integrate quotes into my paper, while I’m used to just laying out the facts and putting a footnote on it.

The Language of Autism Spectrum Disorder

Introduction: ASD

Autism spectrum disorder (ASD) is well-known yet often misunderstood. Plagued by ableism, misinformation, and vilification, individuals with high-functioning ASD or without the resources to make accommodations oftentimes find it difficult to navigate a world based on social interaction and communication. At its core, ASD is a difficulty to communicate with others, be it in a high-functioning individual, who may experience social anxiety and difficulties with social cues such as eye contact or facial expression, or in a low-functioning individual, who may range from being physically reactive to uncomfortable settings to even being completely non-verbal. Researchers have studied most points on the spectrum extensively, but like with many other differently-abled issues, real scientific information about ASD rarely reaches mainstream attention. As a society, we often take for granted how reliant on communication we are, and oftentimes neglect to consider how those that cannot communicate traditionally may have to navigate a completely different world than what neurotypicals may see. However, as with any physical disorder, steps can be taken to help society understand what ASD is and how we can best accommodate them, as well as why it is so important that we take these steps.

ASD and communication

According to La Trobe University psychology professor Kristelle Hudry, “single-word comprehension grows rapidly from around 9 months of age” (Hudry), meaning that the typical development of language starts very early. However, it is no surprise that communication begins even earlier; in a study performed by Harvard professor of pediatrics and neuroscience Charles A. Nelson, ”infants demonstrated discrimination of happy vs. fear expressions when posed by a single model” (Nelson 1239). For individuals with ASD, however, facial expressions are not easy to read, especially expressions of joy and happiness. In a study done by Kyoto University professor Wasaru Sato, adolescents showing signs of ASD were compared with typical adolescents, comparing their reaction times to standard expressions of anger and happiness. Citing the importance of facial expressions to maintaining social relationships, Sato claims that “the detection of happy facial expressions is impaired in individuals with ASD and high ATs, which may contribute to their difficulty in creating and maintaining affiliative social relationships” (Sato). Sato argues that there is a correlation between ASD individuals’ difficulties with social interaction and their impaired recognition of facial cues. 

In addition, communication in this society is largely reliant on written language, from books and articles to colloquial text messages. Research by Royal Holloway University professor Jessie Ricketts aimed to explore the correlation between ASD and reading comprehension, linking both to oral language. Results of the study showed a majority of ASD participants understanding grammar and syntax, though reading comprehension proved more difficult for those subjects. In particular, the study “demonstrated that the social impairments in ASD, whether measured behaviourally using an index of social and communication impairment or cognitively using two measures of mental state understanding, were significant predictors of reading comprehension” (Ricketts). Though not much research has been done into the impact or cause of this correlation, Ricketts suggests a link between ASD and difficulty with communication in written language.

Normalizing ASD and its symptoms

In sociolinguist Walt Wolfram’s article, “Everyone Has an Accent”, he discusses the benefits of dialect education. He claims that “the social and educational ramifications of dialect awareness programs can be far-reaching, as students as well as teachers confront stereotypes, prejudices and misconceptions about dialects” (Wolfram 42). To support this, Wolfram references multiple anecdotes of students and teachers alike growing more accepting of smaller dialects of English once they were framed as legitimate, rules-based languages.  Though Wolfram describes this process as fairly new, normalizing traits of marginalized groups is a general concept that can be applied to many groups, potentially including ASD.

A key issue in the ASD community is that autism has been largely declared to not be a disease. Backlash surfaced from the community against Autism Speaks, an organization many criticize for treating those with ASD as “others”, and depicting families with ASD children as suffering and “not living”. Other organizations, such as Autism NOW and the Autism Self Advocacy Network (ASAN), place more emphasis on helping those with ASD live with their conditions. According to the ASAN website, one goal of theirs is to “improve public perceptions of autism”. Using the principles of Wolfram’s work, one can see the clear benefits of basic education in normalizing and validating ways of communicating, and its potential for normalizing ASD and its symptoms. 

A major achievement of Wolfram’s work was debunking the myth that dialects are lawless. Similarly, any work to normalize ASD will require dismantling myths about it. The most obvious example of this is the myth that autism can be caused by vaccination, which is simply not true. Another myth, inspired by romanticized media depiction such as the film Rain Man or the character of Sheldon in The Big Bang Theory, claims that autistic people are secretly geniuses or otherwise incredibly talented. An article by Jeanette Purkis, notable ASD author with ASD herself, discusses this particular myth and others in her article, “An Autistic Woman Addresses 9 Common Misconceptions About Autism”. In the article, she explores the negative consequence of this seemingly harmless myth, arguing that intelligence is not the only measure of worth, and perpetuating this myth is, in a way, setting an unreasonable expectation; most people with ASD will not meet this standard, and that does not make them “below average” for ASD, nor is it necessary for people with ASD to be valuable to anyone.

It also comes as no surprise that the ability to communicate is important to almost anyone. Though scholar of cultural theory Gloria Anzaldúa’s piece How to Tame a Wild Tongue discusses the importance of language and dialect to cultural identity, similarities can be seen when looking at the issue through the lens of ASD. In one section, she discusses how speaking Chicano spanish has shaped her, especially her self-image. She writes, “if a person, Chicana or Latina, has a low estimation of my native tongue, she also has a low estimation of me” (Anzaldúa 39). Anzaldúa connects respect for one’s form of communication with respect for the person themselves, a general concept which can be applied to those with ASD. If we fail to respect the nature of ASD communication, we fail to respect those with ASD.

As with Wolfram’s work with dialect discrimination, instances of ASD accomodation can be found and appreciated, such as the case of Tim Chan. Chan was diagnosed with severe ASD in early childhood, and grew up nonverbal. His mother was advised to accept their fate and give up on communicating with her son, but she maintained her efforts to teach and communicate with him. Through her efforts, Chan eventually was able to communicate using partner assisted typing with his mother, even giving a TEDx talk using this technique in 2014. While this story is heartwarming, it could’ve gone much differently if Chan’s mother hadn’t ignored the doctors, authority figures most people obey strictly. In truth, her intervention is what made Chan’s active life possible, and there are hundreds, if not thousands, of ASD children whose parents have given up on them based on the advice of medical and developmental professionals.

Conclusion

Though it may not be what one thinks of upon hearing the phrase “language and literacy”, ASD is inherently tied to language and communication, and deserves discussion. Just as marginalized cultural and ethnic groups frequently see discrimination for their dialects,  and accents, those with ASD face the discrimination of a society untrained to understand and work alongside the unique communicative capabilities of each individual on the spectrum. Similarly, the solution to this discrimination is not necessarily assimilation, as this is an unrealistic expectation of those with ASD. Like with accent and language discrimination, expecting people to conform to a standard method of communication is reductive and difficult, while educating people about these smaller accents, dialects, and communication issues such as ASD can be an effective way to work towards an understanding and cooperative world.

Works Cited

Anzaldúa, Gloria. Borderlands/La Frontera. “How to Tame a Wild Tongue.” Aunt Lute Books, 1987.

Chan, Tim. “Turning impediments into opportunities: Tim Chan at TEDxMelbourne.” TED: Ideas Worth Spreading, 2014, https://youtu.be/Woy-XzC-UVs.

Hudry, Kristelle. “Early Language Profiles in Infants at High-Risk for Autism Spectrum Disorders.” Journal of Autism and Developmental Disorders, vol. 44, p. 154-167, 2013.

Nelson, Charles A.. “Recognition of Facial Expressions by Seven-Month-Old Infants.” Child Development, vol. 50, p. 1239-1242, 1979.

Purkis, Jeanette. “An Autistic Woman Addresses 9 Common Misconceptions About Autism.” Organization for Autism Research, 2012, researchautism.org/an-autistic-woman-addresses-9-common-misconceptions-about-autism.

Ricketts, Jessie. “Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning.” Journal of Autism and Developmental Disorder, vol. 43, p. 807-816, 2012.Sato, Wataru. “Impaired detection of happy facial expressions in autism.” Sci Rep, 2017.