The Use of Sign Language Pronouns by Native-Signing Children with Autism.

Shield et al. (2015) watched native-signing children with autism use sign language. They looked for simple pointing signs that work like pronouns in ASL.

The team filmed kids telling stories and chatting. They counted how often each child used these pointing signs versus names.

Most kids skipped the pointing signs. They used names over and over, even when the signs would be faster and clearer.

Only children who already knew lots of sign language used the pointing pronouns. Visual clarity was not enough.

Shield et al. (2016) later tested the same group on wider language and social tasks. The kids still lagged behind deaf peers without autism, showing early sign exposure alone does not erase autism traits.

Mazzaggio et al. (2020) saw the same pronoun avoidance in Italian-speaking children with autism. The problem is not about sound or sign; it crosses languages.

Morgenstern et al. (2019) got opposite results: one child with autism learned pronouns quickly with short, structured teaching trials. The difference is instruction. Without teaching, kids avoid pronouns. With clear lessons, they can learn.

Do not assume a child will pick up pronouns just because the signs or words seem obvious. Check the child's language level first, then plan lessons if needed. A quick pronoun probe during intake can save months of guesswork.