CONTRIBUTIONS OF SPEECH-LANGUAGE THERAPY STIMULATION TO LANGUAGE DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) AGED 2 TO 5 YEARS

Abstract

Early speech-language stimulation is a means of supporting communication development in children with Autism Spectrum Disorder (ASD), considering their needs and individual language characteristics. This study aimed to investigate how early speech-language stimulation contributes to receptive and expressive language and functional communication in children aged 2 to 5 years with ASD. A qualitative, descriptive, and exploratory literature review was conducted through searches in the Virtual Health Library (VHL) and PubMed/MEDLINE. Initially, 152 records were identified; after applying the filters, 13 remained, of which 11 were selected for analysis. The results were grouped into four thematic areas: promotion of receptive and expressive language; intervention strategies and effective communication; family involvement and environmental conditions; and limitations of the evidence and their implications for speech-language pathology. The studies reported improvements in comprehension, expression, joint attention, and communicative participation, emphasizing the use of Augmentative and Alternative Communication resources, naturalistic interventions, and interaction-based approaches. However, methodological diversity, differences among the populations studied, and the indirect contribution of some publications prevented the generalization of the findings. Early speech-language stimulation may therefore expand communication opportunities for children with ASD when individualized and supported by family participation and a multidisciplinary team, without expecting uniform outcomes or assuming that one approach is superior to others.