USING LANGUAGE IN COMMUNICATION OF CHILDREN WITH ASD AGED 4-5 YEARS OLD

Abstract

This study investigated the current status of language use skills in communication of 21 children with autism spectrum disorder (ASD) aged 4–5 at specialized intervention centers in Vietnam. The tool used was the Grammar Scale for Children with ASD (a shortened version of the Pragmatic Language Skills Instrument – PLSI; Gilliam & Miller, 2006), which includes 29 subsequent communication behaviors, comprehensively assessing children’s language use ability. Data collected from 60 teachers and 21 children showed that children’s language skills were limited and unevenly distributed. Children showed superiority in visual skills such as recognizing objects and images (M = 3.66) and understanding and carrying out simple requests (M = 3.61). However, children have great difficulties in expressive language and pragmatics, especially in asking and answering questions (M = 2.49), vague expression (M = 2.00) and abrupt speech (M = 1.90). These modes lead to incoherent, inactive and dynamic communication. The research results supplement empirical evidence on the current state of communication language of preschool children with ASD in Vietnam, and at the same time open up intervention directions: (1) exploiting visual strengths to develop receptive language; (2) enhancing training in expressive language and language to improve coherence and initiative; and (3) combining the use of sign language to support subsequent results and create a foundation for social integration.