Developing typical in the early period, a comparative examination of communication and language skills of children with autism spectrum disorder, intellectual disability and down syndrome

This research is a causal comparison study aiming to comparatively examine the communication and language skills of children aged 16-36 months with typical development (TD), autism spectrum disorder (ASD), intellectual disability (ID) and Down syndrome (DS).The study group of the research is located in Samsun province / Atakum district, between 16-36 months, with TGG (n=20), ASD (n=20), ZY (n=20) and DS (n=20) constitutes the mother of a total of 80 children. Turkish Communication Development Inventory (TİGE-II) and Demographic Information Form developed by the researcher were used as data collection tools in the research. In the study, it was concluded that children with TD, ASD, ID, DS showed significant differences in terms of the number of words spoken and their use of words. Considering this difference, it is possible to say that it is in favor of children with TD. As a result of this research; It was concluded that the additional usage and complex sentence structures of children with TD, ASD, ID and DS did not differ significantly according to the education level of their parents and the number of siblings. In terms of gender variable, it was found that the use of word suffixes and word combination scores of children in the ASD group differed according to gender. The number of word affixes and the starting points of adding affixes to the words of the children in the DS group differed significantly according to the years of receiving special education, the number of word affixes and the starting points of affixing to the words of the children in the TD group differed significantly according to the support of their language skills at home, and that the children with ZY differed significantly in terms of word combination, words It was concluded that the beginning of attachment nicknames and complex sentence structures differed significantly depending on whether they received nursery education or not. The comparison of communication and language skills of children with autism spectrum disorder, intellectual disability and Down syndrome, who show typical development in the early period, is discussed on the basis of the literature