Forms and functions of communication in a population of students with autism spectrum disorder

Despite the fact that limitations in the use of gestures may persist throughout the life of people with autism spectrum disorder, by reviewing the available literature, we have gained the impression that this issue has been insufficiently researched when it comes to school-age children. Therefore, in this study we set a dual objective. First, we wanted to examine the representation and importance of various forms and functions of communication in a population of students with autism spectrum disorder. Te second objective was to investigate the association between particular individual characteristics of these students with the identified forms and functions of communication. Te sample included 43 students with autism spectrum disorder, ranging in age from seven years and four months to 19 years and two months. Te representation of different forms and functions of communication was assessed by a modified Scale for the evaluation of expressive communication forms and functions (Cascella, 2005). In the study, we also used the Gilliam Autism Rating Scale - Second Edition (Gilliam, 2006), to assess the prevalence of autistic behavior in the assessed students. In our study, the informants were special educators who worked directly with the assessed students. Tere were marked variations among the respondents regarding the total number of registered communication forms and functions, with non-verbal forms of communication being more prevalent than verbal ones, while protesting was the most represented communication function. Most of the informants consider all of the evaluated communication behaviors as important or very important. Te total number of forms and functions of communication was not significantly related to the chronological age of the students, but it was related to the class. Furthermore, communication functions were significantly associated with the severity of the manifestation of autistic symptoms. In general, students with autism spectrum disorder have a wide range of communication forms and functions, which are recognized and highly valued in the school context.