Effects of age on communication skill levels and prevalence of maladaptive behaviors in autistic and mentally retarded children.

Ando et al. (1979) watched autistic and intellectually disabled children of different ages. They wanted to know if communication and problem behaviors change as kids get older.

The team used tests and teacher ratings in special-ed classrooms. They split the children into younger and older groups.

Older autistic children understood more words and took more turns in chat. Yet their self-injury, tantrums, and rocking stayed the same.

Children with intellectual disability only improved in shy, withdrawn behavior. Their talk skills and other problem acts did not budge.

Fellinger et al. (2022) later saw the same link in deaf adults: poorer language went hand-in-hand with more problem behavior. This extends the 1979 warning that limited communication keeps behavior risks alive.

Akshoomoff et al. (2010) followed autistic toddlers into grade school. Like H et al., they found language gains but lasting social gaps. The pattern held two decades later.

Bottema-Beutel et al. (2024) reviewed behavior studies in teens and found most lacked clear definitions or functional tests. Their critique shows we still treat behaviors without asking why they happen, just as H et al. implied.

Do not wait for problem behaviors to fade as autistic students get older. Use the new language skills they gain to teach replacement behaviors. Start functional communication training early and keep it going. Target the social uses of language, not just vocabulary, to cut the need for acting out.