Interpretation of pragmatic language skills and social adaptation skills according to demographic data of children aged 7-12 with autism spectrum diagnosis

Introduction: Autism spectrum disorder is a lifelong neuropsychological disorder. In this disorder, serious problems are observed in children's effective and effective use of language, social communication and maintenance. Purpose: The aim of this study is to examine the demographic variables that are thought to affect the pragmatic language skills and social skills of children with autism spectrum disorder. In addition, the relationships between pragmatic language skills, social skills and open-ended demographic variables were investigated. Materials and Methods: Survey data collection technique was preferred in the study. Demographic data form, Pragmatic Language Skills Inventory and Social Skills Evaluation Scale are included in the prepared questionnaire. A total of 101 children with autism spectrum disorder, including 19 girls and 82 boys, participated in the study. Findings: Among the findings, autism assessment, academic achievement and cognitive skill variables have a significant effect on the level of pragmatic language skills. It was observed that the variables of maternal employment status, inclusive education, autism assessment, academic achievement, income status and cognitive skills had a significant effect on the level of social skills. Positive relationships were obtained between pragmatic language skills and social skills. Finally, the dimensions of personal interaction and classroom interaction among pragmatic language skills significantly predict social skills. Conclusion: It is thought that this study brings useful information to experts and current findings to the literature in terms of showing the variables that affect pragmatic language skills and social skills in children with autism spectrum disorder.