Using a Music Therapy Collaborative Consultative Approach - World ...

2.2.2.2 Language and Communication Development
The child with autism might have various difficulties regarding language and
communication, affecting both receptive language and expressive language. These problems
might be manifested in a delayed or total absence of language development. Many children
with autism do not use conventional body language in place of verbal skills. For example,
they often will not show, wave, point, or nod. Consequently, expressing needs and
understanding simple questions, verbal directions or understanding symbolic gestures might
be a challenging and frustrating experience for the child. When speech does develop, it often
includes repetition of words or phrases (echolalia). Children with more advanced language
skills tend to use a small range of topics or words without attachment to their usual meaning,
and they have great difficulty with abstract language. All these make initiating or sustaining
a conversation a major challenge. Those who are able to use language effectively often have
an abnormality in pitch, intonation, rate, rhythm or stress in their voice.
2.2.2.3 Repetitive, Restricted and Stereotypic Behaviors
The child with autism might exhibit restricted interests of abnormal intensity and
focus. These children might insist on specific routines and rituals (e.g. following the same
schedule each day), and can become very distressed when changes occur. People with
autism might perform stereotyped, repetitive motor movements, such as hand flapping, toe
walking, or whole body movements. Persistent preoccupations with parts of objects and
repetitive play skills (e.g., spinning object) are generally evident as well. Donna Williams
(1992), diagnosed with autism in early childhood, offers the following explanation for the
repetitive and restricted behavior patterns: “The constant change of most things never seemed
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