FUNCTIONAL COMMUNICATION PROFILE IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER: FINDINGS FROM A DESCRIPTIVE STUDY
FUNCTIONAL COMMUNICATION PROFILE IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER: FINDINGS FROM A DESCRIPTIVE STUDY

Summary/Abstract: Autism Spectrum Disorder (ASD) is frequently associated with significant difficulties in the development of communication, language, and social interaction, which may affect a child's level of autonomy and social participation. In this context, understanding the functional developmental profile of children with ASD represents an essential prerequisite for designing individualized psychopedagogical and speech-language interventions. The aim of the present descriptive study was to identify the cognitive, linguistic, motor, and communicative profile of preschool children with ASD and to analyze the relationships among the main developmental domains. The study was conducted on a sample of 60 children aged between 5 and 6 years who had been diagnosed with ASD. Participants were assessed using standardized instruments designed to evaluate cognitive development, receptive and expressive language, motor skills, and functional communication.Statistical analysis included descriptive indicators and nonparametric inferential procedures appropriate to the characteristics of the data. The results revealed significant relationships among cognitive development, language abilities, motor skills, and functional communication. Furthermore, the participants’ developmental profile was characterized by considerable individual variability, a feature commonly associated with the ASD population. The findings highlight the importance of multidimensional assessment and support the implementation of intervention programs tailored to the individual characteristics of children with ASD in order to enhance functional communication and social participation.

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