ISSN: 2222-6990
Open access
Discourse is a social boundary that defines what statements can be said about a topic and discourse among special needs children is different. Additionally, social stories have been described as practical in educational practice and intervention. Therefore, the current research is trying to perceive the functional deficits of the ASD children by acknowledging the possibility of their autistic strengths. Likewise, the leap of research in the field of autism is enormous, and it is said to have increased dramatically in recent years.The current study uses qualitative data to provide details to the research objective; to compare the communicative intent of the spoken discourses produced by the low, medium and high functioning ASD children.There are four female and nine male ASD children selected as the sample for the study. The age is ranged from 9 to 11 years old. As for the instruments, the study utilises two main instruments; social stories and semi-structured interview questions. Nevertheless, to explain more about this phenomenon, the current research uses the Discourse Analysis Theory (Normaliza Abd Rahim, 2019). In the end, the current study is also succeeded in comparing the discourses of the ASD children according to their categories; LFA, MFA and HFA and coming up with the repertoire (list of utterances and gestures). For the communicative intent, two similarities are found; firstly, all the three groups; LFA, MFA and HFA demonstrate the seven communicative intent signals and secondly, their utterances match with the elements in the Discourse Analysis Theory (2019).
Alias, A. (2013). The issues in implementing transition program for special needs students.
Journal of Special Education. 9 (16):9-14. Canadian Center of Science and Education.
Asperger, H. (1991). Autistic psychopathy in childhood. In Frith, Uta (ed.), Autism
and Asperger Syndrome. Cambridge: Cambridge University Press, 1991: 37–92.
Belmonte, M., Saxena-Chandhok, T., Cherian, R., Muneer, R., George, L. & Karanth,
P. (2013). Oral motor deficits in speech-impaired children with autism. Front. Integr. Neurosci https://doi.org/10.3389/fnint.2013.00047
Cerbo, S. N., & Rabi, N. M. (2019). The social and communication skills difficulties
among Learners with Autism Spectrum Disorder. International Journal of Academic Research in Business and Social Sciences, 9(6), 1152–1162.
Chenausky, K., Brignell, A., Morgan, A., & Tager-Flusberg, H. (2019). Motor speech impairment
predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder. Autism & Developmental Language Impairments. Volume 4: 1–12
Givón, T. (1992). The grammar of referential coherence as mental processing instructions.
Linguistics, 30, 5–56. https://doi.org/10.1515/ ling.1992.30.1.5
Hengst, J. A. (2020). Understanding everyday communication interactions. Taylor &
Francis. Published by Routledge
Johnston, K., Murray, K., Spain, D., Walker, I., & Russell, A. (2019). Executive function: Cognition and behaviour in adults with Autism Spectrum Disorders (ASD). Journal of Autism and Developmental Disorders.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child: Journal
of Psychopathology, Psychotherapy, Mental Hygiene, and Guidance of the Child 2: 217–50.
Knutsen, J. (2013). The understanding of teaching in children with Autism Spectrum
Disorder. University of Pennsylvania.
Loytomaki, J., Ohtonen, P., Laakso, M. L., & Huttunen, K. (2019). The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD. International Journal of Language and Communication Disorders. Vol. 00, NO. 0, 1–12
Abd Rahim, N. (2019). Kajian wacana dan strategi komunikasi. Teori dan Aplikasi. Penerbit UMT Universiti Malaysia Terengganu
Prizant, B. M. (1984), Echolalia in autism: assessment and intervention. Semin. Speech Lang, 4:63-78.
Prizant, B. M., & Wetherby, A.M. (1986). Communicative Intent: A framework for understanding social-communicative behaviour in Autism. American Academy of Child and Adolescent Psychiatry.
Su, Y., Naigles, L. R., & Su, L. (2018). Uneven expressive language development in Mandarin-
exposed preschool children with ASD: Comparing vocabulary, grammar, and the decontextualized use of language via the PCDI-Toddler form. J Autism Development Disorder 48, 3432–3448 (2018).
https://doi.org/10.1007/s10803-018-3614-x
Amirrudin, S., & Abd Rahim, N. (2019). Social Stories in the development of social
competence and communication skills in the Autism Spectrum Disorder (ASD) child. IUKL Research Journal Vol. 7 No.1 2019
Wendt, O., Hsu, N., Simon, K., Dienhart, A., & Cain, L. (2019). Effects of an iPad-based Speech-
Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder. Behavior Modification 2019, Vol. 43(6) 898–932
In-Text Citation: (Amirrudin, 2021)
To Cite this Article: Amirrudin, S. (2021). Differences in the Spoken Discourse Produced by the Autism Spectrum Disorder (ASD) Children. International Journal of Academic Research in Business and Social Sciences, 11(4), 915-930.
Copyright: © 2021 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode