Autism, also known as autism, is a syndrome of severe, long-term developmental disorders caused by brain dysfunction that is usually detectable by age three, with impairments or abnormalities primarily in speech development and communication, social interaction, and emotional and behavioral patterns. Language ability is one of the most important basic abilities in the human intelligence structure and is a prerequisite for the development and maturation of many future abilities. Language is an important tool for human beings to carry out thinking activities and communicate, a necessary tool for a person to successfully enter society and adapt to its development, and a tool for human beings to receive knowledge. [2] Children with autism have serious language impairment, so language training for children with autism is an important issue facing special educators. Types of oral language disorders in children with autism: 1. no language: usually considered as hearing problems or aphasia 2. immediate imitations (immediateecholalia): imitations with variation are considered as the communication intentions of children with autism, while inelastic imitations are mostly not communicative. 3. delayedecholalia: Repetition of words, idioms, sentences, whole poems or songs after a certain period of time, also with communicative or non-communicative intent, usually associated with situations and stress. 4.Speaking without emotion: just telling you, not talking to you, and without the characteristics of a question and answer, a back and forth when talking in general. 5.Inability to grasp the tone and volume: speaking like a puppet, very mechanical, unable to express emotions or feelings through the tone, rhythm, and intonation of the voice. The volume of speech cannot be used in different contexts. 6.The meaning of words cannot be changed: such as school and correction, cannot distinguish their pronunciation. 7. Inversion of pronouns: There is confusion in pronouns such as “you”, “I”, “he”, etc. 8. Unclear about the concept of affirmation and negation: often use “no”, but rarely or not even use “yes” or “good”. 9, immature grammatical structure: will use their own language, usually only those who often contact with him understand the hidden meaning of his language. 10.Seldom ask questions: In addition to compulsive behavior, they rarely ask questions to ask questions. 11. Fixation: Repeatedly recite a certain sentence regardless of the change of the situation. 12. Not using causal language: words such as because, so, therefore, if, etc. [3] III. Steps of training: (a) Understanding the starting behavior: First, a simple test of the child’s language development, such as using the Basic Communication Behavior Rating Scale for Children with Autism [4]. The ability to listen briefly to instructions and imitate large muscle movements is the basis for almost all learning, because learning through these imitations promotes the child’s cognitive development of the outside world and contributes to later language training. If the child already has the ability to speak single words, the training can focus on speaking short sentences and expressing needs. (2) Formulate learning goals: After understanding the child’s starting behaviors and analyzing his current abilities, he should specifically list the behaviors that he should improve and those that he should reduce, and let parents know about them and cooperate in teaching them. (3) Practical principles: Children with autism have deficits in their abstract thinking skills and do not know how to repeat themselves, so we should try to help them understand and acquire useful communication skills through physical objects. Therefore, when teaching language training to autistic children, the language of life should be given priority. (d) The principle of gradual progress: Children’s abilities develop in a certain order, and the language skills of children with autism are no exception. For example, if a child does not speak yet, his mother takes the juice and asks him to say “drink” before she gives it to him, resulting in a tantrum and frustration for the mother. If the mother had understood that her child’s learning was focused on the development of basic learning skills rather than on imitation, she would not have asked her child to do something that she simply could not do. Therefore, it is important to do an ability analysis before teaching, and to teach children according to their individual differences and in a gradual and progressive manner. (5) Avoid a static learning process: Children with autism have the characteristic of fixed behavior, so they should be taught with as much variation as possible and given the opportunity to learn at different times. Otherwise, the child will only know something in a specific place and will not know it when he leaves that place. For example, when teaching a child about water, let him understand that what is in the bottle is water, what comes out of the faucet is also water, and the water in the gutter is also water. (vi) Apply the principles of behavior change techniques: Identify the child’s reinforcers (snacks, drinks, etc.) and reinforce them as soon as he reaches the goal for that stage. [5] IV. Educational points for different levels of autism [6]: Level 1 No language (imitation, comprehension, expression) No intention to communicate Elicit motivation to communicate, imitation ability Communicate by crying Enhance comprehension, imitation ability Seek ways of communication other than spoken language Communicate by gestures Enhance comprehension, imitation ability, plus eyes, expressions Cannot speak Check vocal organs, enhance preparation before vocalization and speech Other Set up communication situations, children’s songs, movement training, sensory integration therapy Music and art therapy Level 2 Single words, short sentences, imitation (lengthening of sentences, word meanings, construction of words) Immediately imitate speech 1 full sentence imitation 2 half-sentence or end-of-sentence imitation Demonstrate correct speech Delay imitation Understand the meaning of representation, demonstrate correct speech Single words, short sentences Increase in words, change in wordiness (nouns, verbs, adjectives), phrases, sentences, more speech Create speech situations, incorrect pronunciation, intonation, and volume Other instructional points for children with speech disorders Play pretend play, play with two or more people, do not arrange everything for them Level 3 Syntax and grammar problems (grammar, rules, and usage) Reversal of pronouns Play play or puppet shows Semantic oddities Break rigidity and stubbornness, strengthen semantic comprehension Improper grammar Correct grammar at any time, briefly introduce grammar rules No (a) For autistic children with no language at all, they can use the following methods: (1) Voice compression method: Let the child lie flat on the bed, press his or her hands crossed on the abdomen and press down slightly to force him or her to make a sound. 2. Tickling: The child’s palms, feet, neck, and tucked-in areas are tickled with hands or light soft objects to make a “giggling” sound and say “tickle” at the same time. [7] 3. Training speech mechanism disorders: upper and lower lip convergence movements, pursing of the mouth, and kissing movements. In addition, children’s lip movements were trained with the help of straws. The straw is siped with the lips, and the straw is wrapped around the lips to drink water. Also, objects such as straws, paper, and ping-pong balls are used to link children’s breathing functions. Sucking water with straws and ping pong balls; blowing paper hard and ping pong balls with straws, etc. Yao xx is a non-verbal autistic child, age: 6 years old. There was a desire to speak, normal articulatory organs, and no organic problems. He was tested for speech mechanics and was found to have a large problem in speech mechanics. So, for his specific situation, he was given speech training using the 3 methods mentioned above. After 3 months of training, the student was able to say simple words and phrases, and now he can say some telegraphic sentences and occasionally some simple sentences. 4.Language training drill: This is a language rehabilitation drill prepared by our school for children with language disorders. This exercise is divided into three parts: Part 1: sound organ movement exercise (1) Mouth activity: 4 sections. Students’ mouth muscles and joints are coordinated to complete the movement. A. Pouting mouth B. Grinning mouth C. Puffing up cheeks D. Smacking lips (2) Tongue exercise: 6 sections in total. Fully mobilize students’ tongue muscles to make the tongue more flexible and able to find the correct position when pronouncing. A.Extend and retract the tongue B.Lick the lips C.Lick the corners of the mouth D.Play the tongue E.Lick the lips F.Top the cheeks (3) Jaw movement: 4 sections in total. Improve students’ control of the jaw during pronunciation. A. Open mouth and close mouth B. Move left and right C. Move back and forth D. Snap teeth up and down Part 2: Massage exercise, 6 sections. Stimulate the acupuncture points by pressing, kneading, rubbing, flicking and pinching, so as to improve the motor functions of the various parts of muscles involved in pronunciation. A. Wipe the mouth wheel B. Pinch the lower face C. Rub the chin D. Play the cheek E. Rub the cheek F. Tap the face Part 3: Pronunciation children’s songs, according to the position of the tongue when pronouncing into a children’s song, the children’s song involves the tongue tip sound, tongue surface sound, tongue root sound and curl tongue sound, and with the action, let students say the children’s song while doing the action to assist pronunciation, to improve the students’ interest. (b) For children with autism who imitate speech immediately or delay imitation can use reinforcers to stimulate children and stimulate interest in language imitation [9]. For example, Lu X, only visits to say simple sounds, such as: ma, door, white, and eat. Lu X likes to eat cookies, so the teacher used cookies as reinforcers and let him practice saying words such as eat and cookies. After more than three months of training, at the age of 8, he could finally say simple sentences. (iii) For other types of children with autism, the contextual approach [10] can be used for language training. Because linguistic communication cannot leave the context, to develop language, it is necessary to have a context. For example, Xu XX, who was more than 8 years old and could imitate speech, was trained to say “let me in” by blocking him when he wanted to enter the classroom. After a few weeks, when he sees this situation, he can use language to express his request spontaneously without prompting. Another example is when he washes his hands every day before eating, the classroom holds up a bottle of hand sanitizer and teaches him to say, “Teacher, I want hand sanitizer. Now he can also apply it spontaneously in this context. (6) Principles of language training for children with autism: (a) Keep talking to the child: The effect of talking to children with autism is not immediate and must take time to blossom. (ii) Speak to the child’s sight: When playing with the autistic child, taking anything to him, asking him to do anything, helping him with anything, speak simple words to him often. Start by calling his or her name “xxxxx” and wait until he or she notices that you are calling him or her before speaking to him or her. Children with autism often do not look at people, sometimes not for a short time, but for a very short period of time. Talking to him when he is not paying attention to you is not effective. But there is no need to lean over and turn the child’s head toward him to speak to a larger child. Just call his name naturally and speak to him from a place not too far away, matching the situation at the time. (3) Choose a topic that fits the situation: A natural topic that can be seen and easily understood is preferred. In particular, it is better to use things that children feel concerned about or like as topics. Not only adults speak to children, hope that children say things, adults can also first to children’s tone of voice to him, so that he knows what he should say or answer at this time to good. (d) Do not have to repeat the practice too many times: parents to make children learn to speak, the same words told children to say five, ten times, sometimes but make children with autism refuse to speak. Do not repeat the same thing more than twice in the same place. But when you encounter the same thing or the same situation happens, repeat the reminder again. It is not necessary to teach the child deliberately, as long as he or she is spoken to constantly and naturally in a suitable environment, so that he or she can understand the meaning of language and can be expected to speak gradually. (5) No need to correct the pronunciation: Even if the child does not speak well, it is enough to have the gesture to express the meaning. If the child deliberately corrects the pronunciation, it may erase the motivation to speak that is easily cultivated. As long as he is willing to talk, the defect of incorrect pronunciation will be improved over time. Parents or adults just need to provide their own correct speech templates, but never learn children to speak baby talk. (6) What to do if the child only pronounces the first or last sound: There is no need to make special corrections in this case, but the next time you encounter such an occasion, the adult can make the correct speech twice. Even if he only pronounces the first or last sound, it means he has the motivation to express his meaning, so he should give encouragement quickly. (vii) Imitating TV commercials: Parents or others around the child may think that the autistic child’s language ability is not bad, and that if the child is prohibited from watching TV and singing commercials, the child will learn to say useful words. In fact, it is useless to forbid him to say the words of the commercials. It is better to let him continue to speak and wait for the opportunity to say something else in the context to improve his understanding so that he can slowly say meaningful words. (H) How to deal with parrot language: At this point, like advertising, you can’t correct him even if you want to, so it’s better not to deliberately correct him, but to create more opportunities to speak to him in daily life with the context at the time. (ix) Listen to him patiently: Although autistic children are poor in expression, adults should listen to him patiently when he wants to talk. When the same question is asked repeatedly, the adult should also answer carefully. In this way, when talking to the autistic child, he is also more willing to answer adults with verbal or nonverbal postures, expressions, gestures, etc.