Investigation of receptive language, expressive language and articulation skills test in children with autoism spectrum disorders

The problems that children with Autism Spectrum Disorder (ASD) experience in social interaction, as well as in language, speech and non-verbal communication, make it difficult for them to assume the role of speaker or listener in the discourse and prevent them from communicating effectively. Therefore, the purpose of this study is; The aim of this course is to investigate the developmental status of receptive language, expressive language and articulation skills in children with ASD and to determine whether it differs according to age. The study was conducted on 60 children with ASD between 4 years and 6 years and 11 months who applied for special education and rehabilitation centers. Children according to their age; 1.Group: 4 years 0 months to 4 years and 11 months 2.Group: 5 years 0 months to 5 years and 11 months 3.Group: 6 years 0 months to 6 years 11 months . Developmental evaluations of the children were performed by DENVER II developmental screening test, and the receiver and expressive language evaluations were performed by using Turkish Expression and Receptive Language Vocabulary Test (TİFALDİ) and articulation evaluations were performed using Ankara Articulation Test (AAT). Findings obtained from the research; In all three age groups with OSB, the TIFALDI Receptive Language Test, Expressive Language The differences between all age groups of TIFALDI Receiver and Expressive Language Test standard scores of the children who participated in the study were significant. When the source of the differences were examined, it was determined that there was a significant difference between all age groups. In conclusion, the findings obtained from this study show that there is no development in terms of age in terms of recipient and expressive language skills in children with ASD; in other words, there is no development parallel to the chronological age as in normal children. In the case of the Denver Test, it was determined that the development in these children continued with significant deviations beyond the deviations in the boundaries that would not lead to a significant or significant difference.