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"I" never said they were unrelated. There is more than one person on this thread. And anyway, those gene studies are so speculative that they are very far from being useful for the issues we all face. Psychiatric diagnoses are based on clusters of symptoms, not on underlying causes, which are still far from being understood. In some cases the symptoms might cross-cut diagnoses, of course. But we are far from being able to throw out the diagnostic categories in use. And even if we were we are so far from anything like gene therapy (assuming that the conditions share a genetic cause) that treatment would still be based on the symptoms for a long, long time.
Not the PP here. Yes but there is considerable evidence that ASD and language disorders are related (though not the same thing), and where symptoms do overlap, then the same treatments are indicated. There seems to be some resistance to or misunderstanding of this issue by some on this thread.
Do you have a MERLD child? Because this has not been our experience at all. In my experience, the behaviors can look the same, but what my MERLD child needs and what the SLPs who are focused on autism language disorders were very different. I had to go in often and instruct the SLPs how to do their job, even the allegedly very talented ones.
Good lord, I am not sure why you bothered. I mean, after all, your child will age out of MERLD with no lingering deficits, so why bother with speech therapy? Even if you think your child could use some help, why bother with speech therapist since you know more than all of the professionals and researchers put together? You could just do it yourself because you're the one who knows your child best!
Do you have a MERLD child? You do speech therapy to give your child the tools they need so as they advanced, they do it successfully. And, we have a great SLP.
What does therapy for a receptive weakness look like?
A lot of very basic question and anwser such as yes and know. Following 1 step commands, like get your shoes, then two step, then more complex things. Sequencing, action words (jump, clap). Working on things like asking questions or asking for what you want. (Some of it is intermixed with expressive). Later on, more like reading comprehension, formulating anwsers verbally and in writing.