Speech pattern is marked by a lack of rhythm,
There are a variety of speech patterns that may be seen in toddlers with Asperger's. One of the most common is monotonous speech. This means that they may speak in a flat, monotone voice. They may also use the same pitch and inflection regardless of the situation.
Asperger's syndrome, however, is different. This type of ASD has fewer communication hurdles, though they are still present. People with this condition may have trouble with literal vs figurative speech. They may not handle sarcasm well, and figures of speech can be confusing.
Many people with autism spectrum disorder have unusual speech patterns. Monotonic, a sing-song voice, and machine-like are some of the ways in which atypical speech patterns in people with autism are described (Bonneh et al., 2011).
Because children with autism struggle to pick up these cues, they may unintentionally use flat, monotonous speech. Monotonous speech can sound robotic, emotionless, or sing-songy. Sometimes monotonous speech can be misinterpreted as a judgmental, angry, or disinterested tone.
While kids with ASD [High-Functioning Autism] may have begun talking at an appropriate age, they often used a rather long-winded (and sometimes rather concrete or literal) style of speaking. Pedantic describes speech that is overly-focused on the details of its topic.
Stimming is the short version of self-stimulation or self-stimulatory behavior. It is a self-soothing mechanism characterized by the repetition of movements, words, or sounds. As it is commonly found among children diagnosed with autism, some professionals refer to the behavior as autistic stereopathy or stereotypy.
Uncoordinated Speech: The speech of the individuals affected by this disorder are different from that of others. Most individuals with Asperger's are incapable of modulating the volume of their voices. They also tend to speak in a monotonous pitch. Others may tend to be incoherent or lack rhythm in their speech.
Unusual communication patterns that may come out as formal or pedantic are characteristics of Asperger's syndrome.
What are the Symptoms of Asperger's Syndrome? Children with Asperger's Syndrome exhibit poor social interactions, obsessions, odd speech patterns, limited facial expressions and other peculiar mannerisms. They might engage in obsessive routines and show an unusual sensitivity to sensory stimuli.
Common symptoms of people with Asperger syndrome may seem like their body language may be off; They may speak in a monotone voice; They may not respond to other people's comments or emotions. They may not understand humor or a figure of speech. They may speak too loudly in social settings.
Inability to read or respond to emotion – Feedback is important to the development of communication mechanisms, both verbal and non-verbal; because autistic children are unable to read emotional affect in others, they do not have the full range of perception to gauge and adjust their own communication skills.
Signs of Asperger syndrome
Difficulty in interpreting/recognising body language, facial expressions or other people's emotions and feelings. Difficulty in understanding abstract ideas, including jokes and sarcasm – though people with Asperger syndrome can often tackle logical problems with great efficiency.
A broader top face, a shorter middle face, wider eyes, a wider mouth, and a philtrum are some of the common facial features seen in children with ASD [16,17].
It should be noted that though kids with Asperger's don't usually have language deficits-they can be very talkative, in fact-many on the autism spectrum do have difficulty communicating verbally, which is partly why new diagnostic criteria will stress social communication deficits and restricted interests.
Brain autopsy research has shown that both Asperger's people and the highest functioning people with autism have a small amygdala; in cases of low-functioning people, by contrast, the amygdala is more normal and the hippocampus more abnormal.
Those with Asperger's syndrome, in contrast, must by definition have suffered no cognitive delay during their first 3 years of life. This means that they will usually have at least a “normal” IQ. In some cases, their IQ may be very high, even in the genius range.
Characteristics of Asperger syndrome include difficulty with social interactions and unusual behaviors such as: Rarely changing facial expression. Not making eye contact when speaking to others. Talking incessantly about a single topic and not noticing that others are not listening.
Many autistic people have intense and highly-focused interests, often from a fairly young age. These can change over time or be lifelong. It can be art, music, gardening, animals, postcodes or numbers. For many younger children it's Thomas the Tank Engine, dinosaurs or particular cartoon characters.
Common symptoms of Asperger's that may impact social interaction or communication include: Problems making or maintaining friendships. Isolation or minimal interaction in social situations. Poor eye contact or the tendency to stare at others.
Verbally expressing love
They might see no need to vocalize emotions any further. “If their partner says 'I love you,' they may say it once and then they feel like 'I don't need to say it again because it hasn't changed,” Mendes explained.
Aspies tend to express love through practical actions, whereas NTs are more likely to express love through words or symbolic actions.
About stimming and autism
Stimming might include: hand and finger mannerisms – for example, finger-flicking and hand-flapping. unusual body movements – for example, rocking back and forth while sitting or standing. posturing – for example, holding hands or fingers out at an angle or arching the back while sitting.
Repeating what others say is referred to as echolalia and it is a symptom of both autism and Tourette syndrome. Another complex vocal tic is coprolalia which involves unintentional occurrences of inappropriate or obscene vocalizations. This can cause severe disruption in many areas of a person's life.
Hyperlexia is advanced and unexpected reading skills and abilities in children way beyond their chronological age. It is a fairly recently named condition (1967) although earlier descriptions of precocious reading do exist.