ASSESSMENT OF PRAGMATICS IN VERBAL AUTISTIC CHILDREN AFTER SPEECH THERAPY

Abstract

BACKGROUND: Autism Spectrum Disorder (ASD) significantly impacts communication, with pragmatic language deficits representing a core challenge that extends beyond basic linguistic competence to affect social interaction and functional communication.

OBJECTIVE: This study assessed pragmatic language skills in verbal autistic children aged 5-8 years following speech therapy intervention, using the Functional Communication Profile Revised (FCP-R).

MATERIALS & METHODS: A cross-sectional descriptive study was conducted from May to December 2024 across multiple centers in Lahore, Pakistan. The sample comprised 110 verbal autistic children who had received speech therapy for 1-4 years. Data was collected using an FCP-R-based semi-structured questionnaire and analyzed using SPSS.

RESULTS: Nearly half of participants (49.1%) communicated at word level, 41.8% at phrase level, and only 9.1% at sentence level. While basic communicative functions showed relative strength—74.5% gained attention and 69.1% responded to yes/no questions—higher-order social skills remained challenging. Only 18.2% made friends, 30.9% socialized, and 38.2% asserted themselves. The majority (67.3%) had received 1-2 years of speech therapy.

CONCLUSION: Verbal autistic children demonstrate heterogeneous pragmatic profiles, with relative competence in foundational communication skills but persistent difficulties in complex social interactions. These findings underscore the necessity for individualized, developmentally appropriate interventions that systematically address both basic and advanced pragmatic competencies.

KEY TERMS: Autism spectrum disorder, pragmatic language, speech therapy, social communication, FCP-R, verbal autism.