Oral motor Exercises in Children with Autism spectrum Disorder: Myths vs. Facts
Supporting children with autism often means sorting through mixed advice about therapies and interventions. One area that frequently raises questions is Oral motor exercises, activities such as blowing whistles, chewing chewy tubes, or doing tongue stretches that are sometimes recommended to improve speech. Parents need clear, evidence-based information about the true benefits and limitations of these exercises. Below is a research-supported overview outlining common myths, factual insights, and practical recommendations.
What are Oral motor Skills?
Oral motor skills refer to the coordination of muscles in the mouth, lips, tongue, and jaw. These skills are essential for speech, feeding, and swallowing. Children with autism may show differences in oral motor coordination, which can affect both communication and eating habits.
Studies show that children with autism often experience greater difficulties in oral motor coordination, particularly with complex movements like tongue elevation and lip rounding.
Oral motor challenges can contribute to speech clarity issues, feeding difficulties, and sensory sensitivities.
Common Myths vs. Facts about Oral motor exercises
● Myth 1: All children with autism need oral motor exercises.
Fact: Oral motor differences are frequently noted in autistic children, but autism remains a highly diverse and individualized condition. Some children may benefit from carefully planned sensory-based oral activities within a broader intervention program, whereas others may not require oral motor intervention at all. Clinical decisions should always be based on thorough assessment rather than the diagnostic label alone.
A 2023 scoping review by Maffei and colleagues reported consistent evidence of oral motor challenges in children with autism, influencing both speech production and feeding skills. Given the variability in presentation, intervention must be tailored to each child’s unique motor, sensory, and communication profile to ensure meaningful and functional outcomes.
Myth 2: Oral motor exercises replace Speech-Language therapy.
Fact: Activities like chewing, blowing, or other oral sensory exercises can support regulation, oral awareness, speech and feeding skills. However, they are not a substitute for evidence-based speech and language therapy.
In autistic children, communication challenges typically stem from differences in social communication, language processing, and motor planning rather than from oral muscle weakness alone. Effective intervention focuses on building functional communication, including joint attention, understanding language, expressing needs, and meaningful interaction. Oral sensory activities may support readiness when needed, but real communication progress comes from targeted, individualized speech therapy.
Myth 3: Oral motor exercises directly improve speech sounds.
Fact: Research indicates that non-speech oral activities such as blowing whistles or performing isolated tongue movements do not automatically carry over to speech production. Speech is a highly complex task that involves precise motor planning and coordination, not simply muscle strength. Better outcomes are seen when skills are practiced in meaningful, functional contexts. Oral motor activities, when used, are most effective when integrated into real-life routines such as mealtimes, snack times, or structured, speech-focused practice rather than performed in isolation.
Practical Takeaways for Parents
● Seek a professional assessment before starting exercises.
● Ask your therapist what specific skill is being targeted.
● Prioritize speech practice for speech goals.
● Embed activities into daily routines.
● Monitor feeding and swallowing safety.
● Focus on confidence and positive communication experiences.
References
American Speech-Language-Hearing Association (ASHA). Evidence-based practice in speech therapy.
Maffei, M. F., Chenausky, K. V., Gill, S. V., Tager‐Flusberg, H., & Green, J. R. (2023). Oromotor skills in autism spectrum disorder: A scoping review. Autism Research, 16(5), 879-917.
McCauley, R. J., Strand, E., Lof, G. L., Schooling, T., & Frymark, T. (2009). Evidence-based systematic review: Effects of nonspeech oral motor exercises on speech.
Vitásková, K., & Říhová, A. (2014). Oral motor praxis in individuals with autism spectrum disorders in the context of modern speech and language therapy. Social Welfare: Interdisciplinary Approach, 4(2), 110-120.
Blog written by Anne Maria, Sr Speech Language Pathologist