The nature of functional language skills of children with Autism Spectrum Disorder

Abstract

This study systematically investigates the functional language skills of children with autism spectrum disorder (ASD), focusing on their ability to understand and respond to varying levels of instruction and their methods of communication in daily situations. A total of 15 children, aged 3 to 12 years, were included in the study, primarily drawn from urban regions. The sample was predominantly male, with 87% representation. Participants were divided into three age groups: 3-5 years (40%), 6-8 years (40%), and 9-12 years (20%), reflecting a balanced distribution among the younger cohorts. The study revealed that 73% of participants came from nuclear families, suggesting a trend toward modern family structures that may influence the support systems available for intervention. Notably, therapy involvement was high, with 93% of participants engaged in both Speech and Language Therapy and Occupational Therapy, indicating a robust reliance on therapeutic services to bolster communication and functional skills. Additionally, 67% of respondents reported receiving treatment from neuro physicians, further emphasizing the interdisciplinary approach to managing ASD. Performance assessments on language tasks demonstrated critical findings regarding the children’s ability to process and act on verbal instructions. In the single-step instruction task, 47% of participants successfully completed the task independently, showcasing foundational language skills. However, as task complexity increased, performance declined significantly. In the two-step instruction task, 33% completed the task without assistance, while 20% required both verbal and physical prompts. The three-step instruction task presented the greatest challenge, with 40% of participants needing extensive support and 13% unable to perform even with help. Communication methods varied among participants, highlighting strengths and areas needing development. The choice-making task revealed that 67% of children were able to make choices independently. However, only 34% could make spontaneous verbal requests, indicating a critical area for intervention in promoting expressive language skills. The ability to refuse requests was notably strong, with 47% responding spontaneously, although performance decreased with prompting. Furthermore, results illustrated diverse expression capabilities concerning daily needs: 47% utilized both verbal and non-verbal communication 9 effectively, while 13% relied solely on verbal expression. The success rates in commenting were also telling, with higher efficacy observed in structured verbal expressions (40%) compared to non-verbal methods (20%). This suggests that while some children can articulate their thoughts clearly, many faces significant difficulties when relying solely on non-verbal cues. Overall, the findings underscore the complexities of functional language development in children with ASD, characterized by varying degrees of proficiency across different tasks and communication modalities. The data highlights a pressing need for tailored therapeutic strategies to enhance both comprehension and expressive skills, enabling children with ASD to engage more effectively in their daily lives and social interactions. Recommendations include early and individualized support strategies, and programs addressing higher level language function, and communication skills. Future research should explore longitudinal outcomes and the interplay between cognitive, behavioral, and environmental factors in shaping developmental trajectories in HFAs.