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Language Disorders in Autism Spectrum Disorders (ASDs)
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Department of Speech and Language Therapy, University of Ioannina, 45110 Ioannina, Greece
Department of Speech and Language Therapy, University of the Peloponnese, 24100 Kalamata, Greece
Department of Child Psychiatry, Medical School, "Aghia Sophia" Children's Hospital, National and Kapodistrian University of Athens, 11527 Athens, Greece
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Language Disorders in Autism Spectrum Disorders (ASDs)

Abstract submission deadline
31 December 2026
Manuscript submission deadline
28 February 2027
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2742

Topic Information

Dear Colleagues,

The scope of this Topic is to offer a platform to the researchers, clinicians, and educators to publish cutting-edge and high-standard research regarding language disorders in relation to ASDs. We welcome a wide range of manuscripts on various topics, including but not limited to the following areas: language differences in males and females with ASDs, assessment of co-occurring language disorders in ASDs, evidence-based research in the treatment of language disorders in ASDs, comparison of language profiles between rare syndromes and ASDs, bilingualism in ASDs, written language skills in ASDs, the interplay of language and cognition in ASDs, and the use of novel/AI tools to discriminate autistic and neurotypical language. This Topic welcomes submissions of original research articles, reviews, case studies, and clinical trials applying novel assessment methods and intervention approaches/techniques for assessing and diminishing the impact of language disorders on everyday communication skills and/or the academic performance of ASD individuals, thus ameliorating the quality of life of autistic people.

Dr. Vasiliki Zarokanellou
Dr. Maria Andreou
Dr. Katerina Papanikolaou
Topic Editors

Keywords

  • assessment
  • intervention
  • evidence-based intervention
  • language profiles
  • sex differences

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Behavioral Sciences
behavsci 		3.2 4.1 2011 27.7 Days CHF 2400 Submit
Languages
languages 		1.3 2.3 2016 56.7 Days CHF 1600 Submit
Neurology International
neurolint 		3.3 4.3 2009 21.8 Days CHF 1800 Submit

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Published Papers (2 papers)

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29 pages, 683 KB  
Review
The Use of Internal State Terms by Individuals with Autism Spectrum Disorders: A Scoping Review
by Vasiliki Zarokanellou, Maria Andreou and Katerina Papanikolaou
Languages 2026, 11(6), 127; https://doi.org/10.3390/languages11060127 - 17 Jun 2026
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Abstract
Internal state terms (ISTs) include words describing emotions, thoughts, volitions, obligations, desires, and perceptions. This scoping review aimed to map and synthesize evidence regarding the production of ISTs in individuals with Autism Spectrum Disorder (ASD) without intellectual disability and to investigate the effects [...] Read more.
Internal state terms (ISTs) include words describing emotions, thoughts, volitions, obligations, desires, and perceptions. This scoping review aimed to map and synthesize evidence regarding the production of ISTs in individuals with Autism Spectrum Disorder (ASD) without intellectual disability and to investigate the effects of age, gender, Theory of Mind (ToM) skills, and elicitation tasks on their production. A literature search was conducted manually and electronically in Scopus, ScienceDirect, ERIC, and PubMed, identifying 29 peer-reviewed empirical studies published between 2006 and 2025. Findings were heterogeneous. Some studies reported lower IST production in individuals with ASD compared to neurotypical controls, whereas others found differences only in specific IST categories, mainly cognition and emotion terms, or reported no significant group differences. Findings regarding gender, ToM skills, and elicitation tasks were mixed. In both groups, older participants produced more ISTs than younger participants; however, developmental trajectories suggested that emotion and cognition terms were particularly challenging for individuals with ASD, who required more time to acquire them than their typically developing (TD) peers. Furthermore, TD participants produced significantly more ISTs when narrating people’s everyday interactions, whereas communication context did not appear to influence IST production in individuals with ASD. Research examining IST production in preschoolers and adults with ASD remains limited, and little is known about the developmental trajectories of ISTs in this population. Full article
(This article belongs to the Topic Language Disorders in Autism Spectrum Disorders (ASDs))
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45 pages, 553 KB  
Review
Narrative Skills in Autistic and Non-Autistic Preschool Children: A Scoping Review
by Sofia Kouvava, Katerina Antonopoulou, Aglaia Stampoltzis, Sofia Mavropoulou, Eirini Patroumpa, Aggelos Tzoumailis and Eleni Peristeri
Languages 2026, 11(5), 93; https://doi.org/10.3390/languages11050093 - 7 May 2026
Viewed by 970
Abstract
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and [...] Read more.
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and these difficulties may impact their social interactions. The present study reviews recent findings to detect factors influencing narrative development in autistic and non-autistic preschool children, and to identify trends or gaps in the existing literature. Following screening and eligibility assessment, 39 studies met the inclusion criteria and were included in the review. Methods: The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed. Results: Non-autistic children show a clear, age-related progression in narrative skill development, moving from simple to complex structures at the level of microstructure and advanced inferential abilities at the level of macrostructure, which are strongly linked to core language and cognitive development. Conversely, autistic children primarily face challenges in narrative macrostructure and coherence, demonstrating deficits in integrating information and making inferences, which is consistent with weak central coherence in autism. Conclusions: The evidence suggests that narrative development in autism reflects qualitative differences rather than mere delay, particularly in the organization and integration of macrostructural story elements. These findings underscore the importance of interventions that move beyond surface-level linguistic skills to explicitly target global coherence, causal structuring, and inferential reasoning. Future research should further clarify developmental trajectories and the mechanisms linking narrative competence with broader social and cognitive outcomes. Full article
(This article belongs to the Topic Language Disorders in Autism Spectrum Disorders (ASDs))
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