Verbal and Visual Metaphor Comprehension in Autism

Abstract

Individuals with autism manifest language and pragmatic difficulties, which are evident in all developmental phases. Researchers report usage of socially inappropriate comments, difficulties in conversation, and inadequate understanding of linguistic functioning in society, especially difficulties in understanding figurative language such as idioms, metaphors, and ambiguous phrases (Wouter B, et al. Neurosci Biobehav Rev 32:1416–25, 2008). These difficulties lead to failure to participate in social situations and to interpret events correctly. In this chapter, we will examine the gaps in figurative language comprehension between typically developed people and people with autism. We will present various theories attempting to explain the source of metaphoric language difficulties in autism and focus on the connection between executive functions and metaphoric language comprehension. We will examine the differences between comprehension verbal metaphors compared to visual metaphors. Moreover, we will also discuss the comprehension of novel metaphors versus conventional metaphors. Finally, we will introduce intervention program using “thinking maps” to improve metaphoric language comprehension. The results show a significant improvement in the intervention group in both novel and conventional metaphoric comprehension one month following the completion of the intervention program. The autistic children managed to use “thinking maps” in order to comprehend conventional metaphors but not novel metaphors they did not learn previously. In sum, an intervention program using “thinking maps” suggests a useful tool for teaching metaphors among children with autism.