LANGUAGE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER: RELATIONSHIP TO THE RATIO OF HAND FINGERS LENGTH (2D:4D)
LANGUAGE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER: RELATIONSHIP TO THE RATIO OF HAND FINGERS LENGTH (2D:4D)

Summary/Abstract: Communication between people, in all countries of the world, is carried out and ensured by language, which consists of a combination of systems, and varies from culture to culture and from one era to another. However, some children do not have the opportunity to develop their functional language skills to a satisfactory degree. Children with Autism Spectrum Disorder (ASD) present a delay and serious deficiencies in their speech and, by extension, in their language. Research findings have confirmed the effect of testosterone on the neurodevelopment of children, as well as on the language disorders which are directly related to ASD. The aim of this article was to carry out a literature review, in combination with a brief critical overview of old and modern literature findings that use the 2D:4D hand finger ratio. And this for investigating the possible hormonal contributions to the manifestation of ASD, as well as to the differentiation of the language development of children with ASD. The small number of studies, the different research designs, tools, size and composition of samples and methods for collecting and analyzing the data make it difficult for the studies to be compared and drawing reliable conclusions. So, the scientific community has not been able to reach clear positions on the understanding of the interdependence between the ratio 2D:4D of the length of the fingers of the hand and the language development of children with ASD. The study of biological factors that interact and differentiate the language development of children with ASD is of scientific interest at a theoretical and applied level. At a theoretical level, the assumption that ASD is an etiologically, biologically and clinically heterogeneous disorder contributes to a more complete understanding of the individual and developmental differences observed in the learning, performance and behavior of children with ASD. The early identification of language deficits, combined with the assessment of the language performance of children with ASD, could create new perspectives in order to be launched the differentiation of the educational process. Consequently, early intervention, with the systematic and intensive implementation of appropriate learning programs, with the use of alternative teaching methods, as well as with the organization of supportive learning environments, in the various educational structures, can bring positive results in areas where children with ASD lag behind. More specifically, early detection and early intervention will make it possible to become useful changes that will concern the language development of children with ASD.

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