Communication profiles of school-aged children with social communication disorder and high-functioning autism

Abstract

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 (SCD < HFA, TD) and nonverbal (HFA < SCD, TD) behaviors. Furthermore, There were significant differences initiations among groups; prosocial (SCD < TD), irrelevant (HFA > SCD, 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