Examples of Stilted Speech in Individuals with Autism Spectrum Disorder

Individuals with autism spectrum disorder (ASD) may have unique communication patterns, and some might use forms of speech that could be considered stilted. Here are some examples that might be observed:

1. Literal Interpretations and Formal Phrasing:
   • “At what time will we be partaking our evening meal?” instead of “What time is dinner?”
   • “I require assistance at this location.” instead of “Can you help me here?”
2. Repetitive or Scripted Language:
   • Repeating phrases from books, movies, or other media in everyday conversations, such as responding with “May the force be with you” in various unrelated situations.
3. Preference for Specific and Detailed Expressions:
   • “I observed that the atmospheric conditions have been modified to produce precipitation.” instead of “It started to rain.”
   • “I am currently experiencing extreme exhaustion due to my previous engagements.” instead of “I’m really tired from what I did earlier.”
4. Unusual Vocabulary Choices:
   • Using medical or technical terms in casual conversations, such as “I ingested my sustenance” instead of “I ate my food.”
5. Difficulty with Pronouns:
   • Using one’s name instead of pronouns, like saying “Daniel wants to go” instead of “I want to go.”

These examples illustrate how individuals with ASD might use language in ways that seem overly formal, specific, or out of the usual context, contributing to what might be perceived as stilted speech. It’s important to note that speech patterns can vary widely among individuals with autism, and not all may exhibit stilted or formal speech.

Examples of a Limited Word Bank

Individuals with Autism Spectrum Disorder (ASD) sometimes exhibit a characteristic known as a “limited word bank” or restricted vocabulary, especially when compared to their neurotypical peers. This can manifest as repeated use of the same phrases or words in various contexts, regardless of their appropriateness. Here are some examples that illustrate this aspect of communication in individuals with ASD:

1. Repeated Phrases for Different Needs:
   • Using “I want computer” for expressing the desire to use the computer, wanting time alone, or even when feeling bored.
   • Saying “Time to go” not only when it’s time to leave a place but also when wanting to end a conversation or change activities.
2. Narrow Range of Descriptive Words:
   • Describing most foods as “yucky” or “yummy,” regardless of the specific taste or texture.
   • Using “happy” or “sad” as default descriptors for all emotional states, without distinguishing between nuances like “annoyed,” “excited,” or “frustrated.”
3. Preference for Certain Words Regardless of Context:
   • Consistently describing physical discomfort, whether it’s pain, tiredness, or hunger, simply as “hurt.”
   • Referring to all authority figures as “teacher,” whether they are teachers, doctors, or police officers.
4. Scripted Responses from Media:
   • Replying to various questions or situations with scripted lines from favorite TV shows or movies, such as always responding with “To infinity and beyond!” when asked about preferences or future plans.
5. Limited Request Vocabulary:
   • Using “give me” for all requests, such as “give me quiet,” “give me home,” or “give me happy,” instead of using more contextually appropriate phrases.

These examples show how a limited word bank might affect communication in individuals with ASD, leading to challenges in expressing a wide range of thoughts, needs, and emotions accurately and appropriately.

Challenges of Verbal Communication for Individuals with Autism Spectrum Disorder and Alternative Communication Strategies

For individuals with autism spectrum disorder (ASD), especially those who process information visually rather than verbally, translating thoughts into spoken words can be a significant cognitive challenge. This process involves several demanding steps, each of which can present obstacles:

1. Visual to Verbal Translation: Many individuals with ASD think in pictures or concepts rather than words. Converting these visual or abstract thoughts into the linear structure of spoken language requires a considerable cognitive effort. This translation isn’t straightforward and can be as challenging as translating between two traditional spoken languages.
2. Formulating Sentences: Beyond just finding the right words, structuring those words into coherent, socially acceptable sentences adds another layer of complexity. This includes understanding and applying grammar rules, sentence structure, and the nuances of linguistic conventions, which might not come intuitively to someone with ASD.
3. Cognitive Load and Fatigue: These processes can be mentally exhausting. Like anyone, individuals with ASD have varying levels of cognitive energy throughout the day, which can be depleted by stress, sensory overload, or the day’s activities. When tired, the cognitive resources available to dedicate to the task of speaking properly diminish, making communication even more challenging.

Given these difficulties, enforcing a standard of “speaking properly” can feel overwhelming or even oppressive to an autistic individual. This pressure can lead to communication shutdowns, where the individual might choose not to speak at all to avoid the stress associated with speaking.

Alternatives to Constant Verbal Communication:

• Economy of Language: Encouraging the use of essential and simple phrases like “please” and “thank you” can be effective. These phrases are socially significant, help maintain polite interaction, and are usually well-received in most social contexts. They require less cognitive effort than more complex communication.
• Selective Speaking: Allowing the choice of when to speak can reduce pressure. Speaking only when necessary or when comfortable preserves cognitive resources and can make communication less daunting.
• Non-Verbal Communication Tools: Using alternative communication methods such as sign language, pictorial systems, or text-based communication can also relieve the pressure of verbal communication. These tools can be particularly useful in providing a means to communicate without the immediate need for verbal speech, aligning more closely with visual thinking patterns.

Respecting an individual’s communication preferences and capabilities by allowing them to engage in ways that are comfortable for them not only facilitates better interactions but also supports their autonomy and mental well-being. This approach fosters a more inclusive and understanding environment.