Differences in referential communication, a comparative study between children with autistic spectrum disorder (ASD) and typical development (TD)

Previous research has conflicted over the underlying mechanisms attributed to success in referential communication. One approach suggests that speakers choose referring expressions in order to assist the addressee's comprehension and they accommodate the addressee's needs by taking into account the addressee's perspective, (Clark, 1996). Others argue for a more simplistic approach, that the primary cue for utterances is partner-specific associative memories, (Horton & Gerrig, 2005). This current study sought to establish more clarity in the area, by investigating if there were any differences found between a group of 20 children with autistic spectrum disorder (ASD), all male, aged 6 -11 years old, compared to a group of 20 TD children, matched on chronological age, mental age and verbal IQ (all males, aged 6-10 years old). A simple referential communication task was used to eliminate the chances of cognitive load or other variables to be prominent, predicting that those with ASD would be more likely to over describe references when unnecessary compared to the TD group. Results found no significant findings in this regard, however a trend emerged, pointing to over description in the ASD group. Further research was suggested to bring more clarity to the area with added comparable variables such as; executive function abilities. Stress was placed on the need for more pilot studies to be carried out to find suitable interventions, for those exhibiting impaired referential communication skills, to help improve their social language and communication abilities.Previous research has conflicted over the underlying mechanisms attributed to success in referential communication. One approach suggests that speakers choose referring expressions in order to assist the addressee's comprehension and they accommodate the addressee's needs by taking into account the addressee's perspective, (Clark, 1996). Others argue for a more simplistic approach, that the primary cue for utterances is partner-specific associative memories, (Horton & Gerrig, 2005). This current study sought to establish more clarity in the area, by investigating if there were any differences found between a group of 20 children with autistic spectrum disorder (ASD), all male, aged 6 -11 years old, compared to a group of 20 TD children, matched on chronological age, mental age and verbal IQ (all males, aged 6-10 years old). A simple referential communication task was used to eliminate the chances of cognitive load or other variables to be prominent, predicting that those with ASD would be more likely to over describe references when unnecessary compared to the TD group. Results found no significant findings in this regard, however a trend emerged, pointing to over description in the ASD group. Further research was suggested to bring more clarity to the area with added comparable variables such as; executive function abilities. Stress was placed on the need for more pilot studies to be carried out to find suitable interventions, for those exhibiting impaired referential communication skills, to help improve their social language and communication abilities