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KMID : 1036820140190010045
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Communication Sciences & Disorders
2014 Volume.19 No. 1 p.45 ~ p.59
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Communication Profiles of School-Aged Children with Social Communication Disorder and High-Functioning Autism
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Jin Yeon-Sun
Pae So-Yeong
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Abstract
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Objectives: The aim of the present study was to ascertain the profiles of communication between school-aged children with social communication disorder (SCD) and children with high-functioning autism (HFA).
Methods: The participants in this study included forty-five school-aged children with SCD, HFA, and TD. This present study used the Korean Test of Problem Solving, which is a behavior observation in a structured task representing a small group classroom setting, as well as the test of theory of mind (ToM).
Results: First, there were no significant differences between the three groups on the Korean Test of Problem Solving. Second, in the structured task representing classroom setting, there were significant differences in the total amount of social communication (SCDSCD, TD), and assertive (HFA>TD) behaviors. While there were significant responsive among groups; prosocial (TD>SCD, HFA), passive (SCD>HFA, TD), irrelevant (HFA>SCD, TD), and assertive (HFA>SCD, TD) behaviors. Finally, there was also a significant difference in the theory of mind among groups (HFA
Conclusion: This study revealed that the children with SCD showed similar communicative behaviors in initiations with TD children except prosocial behaviors. Interestingly enough the children with SCD seem to be very passive in responsiveness. These results could be used to guide the assessment and/or intervention for school-aged children with SCD. The findings of this paper will support the guideline of the assessment and/or intervention for school-aged children with communication disorders.
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KEYWORD
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Social communication disorder, High-functioning autism, School-aged children, Social communication skills, Theory of mind (ToM)
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