Dysorthographia and autism

Autism spectrum disorders (ASD) and dysorthographia are two distinct neurodevelopmental disorders. They can coexist in the same child. How can dysorthographia be recognised in an autistic child? What adjustments can be put in place? Here are some key points. Every child has a unique profile that deserves an individual assessment.

Two distinct disorders

Autism, or ASD, mainly affects social communication and is accompanied by restricted and repetitive behaviours, interests or activities, as well as sensory differences. The manifestations of autism vary greatly from one person to another.

Dysorthographia is a specific learning disorder of spelling. It affects spelling memory and the application of rules.

Both are part of the neurodevelopmental disorders and can therefore be associated. Their association requires coordinated care. See qu’est-ce que la dysorthographie.

Varied profiles in writing

Autistic children have very varied profiles in writing. Some have an excellent visual memory for spelling and write without errors. Their visual memory can be a real asset for spelling.

Others have significant difficulties, which may be due to an associated dysorthographia, or be linked to other aspects such as comprehension, attention or motor skills. It is important to identify the origin of the difficulties accurately.

Each child must be assessed individually. The bilan orthophonique helps to tell the difference.

Spotting dysorthographia

In an autistic child, dysorthographia can be harder to spot, as difficulties with writing may have several origins. Communication difficulties can also complicate the assessment.

Persistent errors with sounds, word memory and agreements, despite suitable teaching, should suggest dysorthographia. These errors need to be observed over time.

See les premiers signes. An assessment is essential to confirm the disorder.

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Diagnosis

The bilan orthophonique assesses written language. The orthophoniste adapts the tests to the profile of the autistic child. These adaptations allow a reliable assessment.

The diagnosis of ASD, however, comes from a specialised multidisciplinary assessment. This diagnosis is made by specialist teams.

See le bilan orthophonique. The two assessments complement each other to understand the child’s profile.

Adapted remedial support

The rééducation orthophonique can be adapted for the autistic child: predictable structure, clear instructions, visual supports, building on their interests. These adaptations make sessions more comfortable for the child.

Sessions can also work on communication and comprehension, depending on needs. Their specific interests can be a real driving force.

See la rééducation. The trust built with the orthophoniste is essential.

At school

An autistic child often benefits from a PPS, sometimes with an AESH. Accommodations linked to dysorthographia can be included. The PPS request is made through the MDPH.

Extra time, visual supports, a computer, simplified instructions and spelling not being penalised are common adjustments. These adjustments can greatly relieve the child.

See le PPS. They need to be adjusted as the child progresses through school.

Building on strengths

Many autistic children have strengths that can be built on: visual memory, a liking for rules, specific interests. These strengths are a valuable foundation for remedial work.

Spelling rules, presented in a logical and systematic way, can suit them. Clear and consistent rules often suit them well.

See les cartes mentales. Visual supports are often very effective.

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Questions that keep coming up

Can an autistic child also have dysorthographia? ?

Yes, the two neurodevelopmental disorders can coexist. Writing profiles are very varied in autistic children.

How to spot dysorthographia in an autistic child ?

Through persistent errors with sounds, word memory and agreements, despite suitable teaching. A bilan orthophonique will confirm. These errors need to be observed over time.