Assessment of the influence of speech-language intervention on perceptual-sensory integration in persons with autism spectrum disorder in the context of assessing the pragmatic level of language

Abstract

Autism spectrum disorder is ranked among the most serious developmental disorders, because it affects multiple areas such as communication, social interactions, establishing and maintaining contacts with the environment, reactions to visual and auditory stimuli and many others. The therapy of these individuals requires multidisciplinary cooperation; therefore, it is currently addressed by many experts. The objective of the paper is to present the possibilities of assessing the influence of speech-language intervention on perceptual-sensory integration in persons with autism spectrum disorder in the context of assessing the pragmatic level of language. This area might be a potential barrier to speech-language intervention; therefore, it should be assessed at the beginning of any intervention. The measurement tool for the assessment of perceptual-sensory integration was a test battery of the authors’ own design called ‘Assessment of the pragmatic level of language in persons with autism spectrum disorders: potential barriers to speech-language intervention’. The use of the screening material in the context of speech-language intervention is demonstrated on a case study of a boy with suspected autism spectrum disorder diagnosis – children’s autism with a disorder of sensory perception on the body, especially in the orofacial region. The principal methods were observation, analysis of targeted work with the client and interviews with the parents. According to the case report, the speech-language therapy lasted for nine months and focused on the development of the monitored area. The results can be compared on a global scale, including improvement or stagnation in various areas. The targeted therapy resulted in improvement in all monitored areas by at least 1 point (e.g. olfactory and gustatory perception) and by a maximum of 4 points (vestibular system). After initial examination the boy’s disorder was assessed as moderate to severe disorder (effect to negative effect on the process of learning social interaction). However, based on the results of follow-up examination the boy was in the category of moderate disorder (effect on the process of learning and social interaction).