Keywords:
communication
social interaction
teacher
peers
parents

  • Abstract

    This study investigates the communication patterns of children with autism spectrum disorder (ASD) using a discursive analysis approach to better understand their unique linguistic features and interactional strategies. ASD, a neurodevelopmental condition characterized by impairments in social communication and restricted or repetitive behaviors, often poses significant challenges for children in expressing their needs, emotions, and ideas. To explore these patterns, the research adopted a qualitative design involving participant observation, interviews with teachers and parents, and video recordings of naturalistic interactions. The participants were two children with ASD aged seven and eight years. Data were transcribed and analyzed thematically, with particular attention given to language use, turn-taking, conversational initiation, and context-dependent communication behaviors. The findings revealed that children with ASD exhibit distinctive communication styles marked by concrete thinking and the use of simple, direct sentences, often centered on specific objects or situations. Repetition and direct statements emerged as common strategies, reflecting both limitations in flexibility and creativity in language use. In addition to verbal expression, nonverbal communication such as gestures, facial expressions, and body language played a crucial role in supporting meaning and compensating for linguistic gaps. Importantly, the responses of interlocutors were shown to shape communicative success: positive feedback and encouragement from teachers, peers, and parents enhanced confidence, reduced anxiety, and created supportive environments that fostered social participation. These results underscore how contextual factors, including the classroom and play settings, provide opportunities for practicing social norms and developing pragmatic competence. This study contributes to a deeper understanding of both the communicative strengths and the challenges faced by children with ASD. The discursive perspective highlights hidden meanings and social intentions in their speech, demonstrating that communication, although sometimes unconventional, is deeply purposeful. The insights gained hold practical implications for the design of targeted interventions and inclusive pedagogical practices aimed at strengthening social communication skills and improving quality of life for children with ASD.

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How to cite

Isroyati, Laksono, K., & Mintowati. (2025). The communication patterns of children with autism spectrum disorder (ASD): A discursive analysis. Multidisciplinary Science Journal, 8(5), 2026300. https://doi.org/10.31893/multiscience.2026300
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