1. The Way People with Autism Understand Language Victoria Yaneva

2. What Do We Do? Support people with autism to live as independently as possible Provide activities, events and support for families, as well as an information helpline Help people with autism to find and keep a job Offer training for parents and professionals....and much more!

3. Our Vision A world where all people on the autism spectrum have the specialist care and support they need to lead fulfilling and rewarding lives.

4. Outline Introduction Part I: How autistic people understand language differently from non-autistic people Part II: …and what can we do to help? Conclusion

5. Introduction Drawing Number One, “The Little Prince” by Antoine de Saint-Exupéry

6. Introduction Drawing Number Two, “The Little Prince” by Antoine de Saint-Exupéry

7. Why Language Processing Is So Important Impairment in reading comprehension has been pointed out as a reason for the lower educational achievements of students with ASD (Brugha et al., 2007) This leads to problems with employment; only 6% of the adults with autism in the UK are employed full-time (NAS, 2004)

8. Why Language Processing Is So Important Due to the language comprehension and reading difficulties they experience, people with ASD are in danger of: Academic failure Unemployment Limited access to information Social exclusion

9. II. How People with Autism Understand Language 1.Words and non-words 2.Pronouns 3.Ambiguous phrases 4.Figurative language

10. Reading Words A Cup Of Tea A Cup of Tea

11. Reading (Non-)Words Jeist Clamph Troin Frith and Snowling, 1983

12. Reading Words Hyperlexia: the very high ability of some people to decode written words, while they are not that successful in capturing the meaning of a text. Is hyperlexia a part of the autism spectrum?

13. Ambiguous Phrases Homophones Making use of context Prior knowledge

14. Figurative Language A request to “Stick your coat down over there” is met by a serious request for glue. Ask if she will “give you a hand”, and she will answer that she needs to keep both hands and cannot cut one off to give to you. Tell him that his sister is “crying her eyes out” and he will look anxiously on the floor for her eye-balls... (Happe, 1995)

15. Idioms (Whyte et al, 2011)

16. Exaggeration “Look, there are millions of dirty dishes in the sink” Relatively high level of complexity (MacKay and Shaw, 2004)

17. Understatement “Just a scratch” Interpretation Temporal expressions “It did not take long” Quantity “Just a few things” – “900 bags”/”half the store” (MacKay and Shaw, 2004)

18. Irony and Sarcasm “Great singing, Jim” very high level of complexity (MacKay and Shaw, 2004)

19. Metaphor All religions, arts and sciences are branches of the same tree Albert Einstein Understanding of metaphor does not improve with age (Runblad and Annaz, 2010)

20. III. Strategies to Improve Language Comprehension of People on the Autism Spectrum 1.Do adult readers with high-functioning autism also need reading support at school and at work? 2.Images: helpful or distracting? 3.How to write for readers with autism? 4.The role of technology

21. Do adults with high-functioning (HF) autism also need reading support? -20 adults with high-functioning autism and 20 adults without autism -Mean age for the ASD group: 30.75 -Mean age for the non-ASD group: 30.81 -Years of schooling ASD group (mean): 15.31 -Years of schooling non-ASD group (mean): 17.25 (Yaneva, Temnikova and Mitkov, 2015 (to appear))

22. Do adults with HF autism also need reading support? Some more information about the participants with high-functioning autism: -10 of them were employed full-time at the time of the experiment -13 of them had been employed full-time at some point of their lives -11 of them in the process of or had received a higher education qualification

23. Materials: 7 easy-read documents 23 NHS, UK

24. Results: Reading times in adults with HF autism compared to non-autistic adults 24

25. Results: Text difficulty according to adults with and without autism 25

26. Do adults with HF autism also need reading support? 26

27. Do adults with HF autism also need reading support? A review of 754 studies on the topic of strategies for teaching reading comprehension for people with ASD, states that : “None of the studies that met criteria for inclusion in this review included individuals with Asperger syndrome” “Future research is needed to identify instructional methods for promoting reading comprehension in students with Asperger syndrome or high-functioning autism in general education classrooms” (Chiang and Lin, 2007)

28. The Role of Images 28 NHS, UK

29. The Role of Images Question: Do adults with high-functioning autism spend longer times looking at images compared to adults without autism? 29

30. The Role of Images 30 13% 20%

31. Plain Text Photographs The Role of Images 31 Symbols It makes no difference to me

32. How to Write For Readers with Autism A study with 16 short texts and 20 participants with high-functioning autism Types of comprehension skills evaluated: -Literal comprehension -Reorganisation -Gap inferences (Yaneva and Evans, 2015 (to appear))

33. How to Write For Readers with Autism Put the main verb as close to the beginning of the sentence as possible Use sentences with similar syntactic structure Use less metaphors and figurative language

34. The Role of Technology Can Language Assistance Technology help us make language more accessible for people with autism?

35. The Role of Technology

36. Conclusion

37. It is absolutely ESSENTIAL for ALL people with autism from ALL RANGES of abilities to receive adequate language assistance

38. Conclusion Awareness of the language comprehension difficulties of people with autism from all over the spectrum should be raised among teachers, lecturers, mentors and employers. These professionals should be empowered by adequate training and resources to facilitate comprehension

39. Conclusion Language Assistance Technology has the potential to alleviate the burden posed on teachers, carers and mentors in the educational and work environment.

40. Conclusion Environment Matters: Language understanding difficulties may be caused not only by problems with comprehension, but also by the presence of distractors

41. Conclusion

42. Autism West Midlands Tel: 0121 450 7582 Email: v.yaneva@wlv.ac.uk Web: www.autismwestmidlands.org.uk