Comparison of the socioeducational profile of children with verbal and non-verbal Autism Spectrum Disorder

Abstract

Autism is a condition characterized by markedly abnormal and impaired development with regard to social interaction, different modes of communication and behavior. Pragmatic aspects and narrative structuring tend to be the biggest challenges in relation to language development in children with autism. The impairment of communication in the framework of ASD affects both verbal and non-verbal skills, to varying degrees. In this research, the PEP-R will be used as a tool to obtain quantitative and qualitative data for comparing the performance of verbal and non-verbal autistic individuals. The aim of the present study is to compare the socio-educational profile of verbal and non-verbal children with Autism Spectrum Disorder. As a data collection instrument, the PEP-R will be used, in which all aspects related to the development and socio-educational profile of children with ASD will be analyzed. Thirty children from 3 to 12 years of age, with a medical diagnosis of Autistic Spectrum Disorder, will be evaluated, according to DSM-5 and ICD-10, without associated pathology and in the beginning of speech therapy, of which 15 are verbal (Group 1) and 15 non-verbal (Group 2), by filling out the Free and Informed Consent Form (ICF). In addition, groups will be matched for age and sex. Comparative analyzes will be carried out between the two groups, both quantitative and qualitative, with the application of statistical tests.