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Autism spectrum as a communication disorder: A case study - ed Autism spectrum as a communication disorder: A case study Mayada Senouci1, Hussein Obeidat2* and Rabha Ghaouti3

1Djillali Liabes University of Sidi Bel Abbes, Algeria. 2Yarmouk University, Irbid, Jordan. 3Djillali Liabes University of Sidi Bel Abbes, Algeria.

Accepted 4 July, 2021

ABSTRACT

Communication is a vital social phenomenon; therefore, its study must be related to theories of social

structure, social behavior, and human interaction. Successful communication is substantially crucial for

better social life in all contexts. U nfortun ately, t he process of communica tion i n medical settings and

healthcare is challe nging, especially when communicati ng with patients w ho are affe cted by cognitive

communicative disorders including people with Autism Spectrum Disorders. This paper aims to address the

difficulties and the different encumbrances related to autism and communication in the Algerian context. It attempts to evaluate the effectiveness of communication interventions in children with ASD, and look for

reliable methods to help families promote their children's communication abilities. The current research is a

case study of a six-year-old child with ASD, in addition to the participants involved; his caregivers, parents,

escorts, and the speech therapist. The study shows that the child suffers from language impairments that

are typ ical of autis tic chil dren's verbal reperto ire: lexical, gramma tical, morphol ogical, and syntactic

impairments that lead to a failure in the communicative task. The analysis of the data indicates that patients

with ASD suffer also from different extra-linguistic problems which can be diminished through successful

social interaction and effective therapeutic interventions. Keywords: Autism, communication, language, caregiver, interventions. *Corresponding author. E-mail: hobeidat1999@gmail.com.

INTRODUCTION

Autism Spectrum Disorder (ASD) is a neurodevelopment condition characterize d by m arked deficits in social interaction and commun ication, repetitive and rigid patterns of behavior and interests (DSM-5, 2013). It is the fastest-growing develo pmental neurobiological conditi on in the world. Communicative barriers and language loss are among the early noticeable symptoms of ASD. They constitute a real int ercultural challenge for th e patients and th eir caregivers. According to American Psychiatric Association (2013), speech difficulties, different codes of communication, stereotyping, and the lack of cultural awareness are the main factors that allude to poor health ser

vice del ivery and poor ou tcomes. Additionally, and according to the America n Psychiatr ic Society (1994),

individuals with ASD exhi bit develo pmen tal deficits in communication, in expressive and re ceptive language, social intera ction, and also in behavioral skills. Furthermore, the Am erican Psychological Association, states that atypical communication and social behaviors are typ ically the first warning s igns of autism. T hese disturbances can be severe, with between 30 to 50% of people with ASD failing to develop speech and language skills that are adequat e for n ormal communication. Research consistently indicates that children with autism express signif icant identifiable dela ys in language and communication development compared to other neurotypical children (Weismer et al., 2010). African Educational Research Journal

Vol. 9(3), pp. 687-695, July 2021

DOI: 10.30918/AERJ.93.21.104

ISSN: 2354-2160 Full Length Research Paper

Afr Educ Res J 688

In ot her words, t he communicative disabilitie s

associated with the disease present a serious puzzling issue that ma y moan and groan on th e part of the patients and thei r caregivers (family members, nursing staff, doctors and physicians ). Moreove r, the communication challenges with indi viduals affected by ASD could be increasingly more complicated when there is a lack o f effe ctive and satisfactory interventi on strategies. Accordingly, this research paper aims to address the difficulties associated wi th ASD and comm unication, specifically, the communicative issues the Algerian child S.M fro m Saida Ci ty faces whil e communicatin g with others.

Communication

The word communication is derived from the Latin word "communicare", which means "to make common" (Your Dictionary, 2003). Communication between humans is a complex phenomenon. Communication is used to convey meanings, messages in an attempt to cre ate sh ared understanding. Therefore, commu nication is considere d to be social interaction. It is defined as "The imparting or interchange of though ts, op inions, or informatio n by speech, writing, or signs" (Wikipedia, 2018). According to

Prelock and Nelson (2012:129):

"communication involves co-construction of meaning by interacting partners who use gaze, non-symbolic gesture s, facial expressio ns, physical proximity, tone of voice, and other forms of paralinguistic modulations to enrich linguistic meanings and convey the emotional tone of the message, or to co mmun icate w ithout verbal symbols." Autistic children have differing degrees of difficulty in the acquisition of languag e in g eneral and speech in particular, however, the difficulties in social communication are key factors i n the diagnosi s of autism(Garfin and Lord, 1 986; Andrews and An drews,

2000; Woods and Bro wn, 2011; Prelock and Nelson,

2012).

Good clar ification of communication is rela ted to the study of i ts beh avioral b asis composed of many communicative skills. The con cept of commun icative competence is not easy to be defined in a general way, the reas on behind th is lies in t he comp lexity o f communication itself, and because it is pri marily cognitive. However, a good clarification of skills seems to be that proposed by Spitzberg 2003, as cited (Rickheit and Strohner, 2008:25) who maintains that: "Skills; vtherefore, are generally thought to be manifestations of some underlying ability which is a capacity for action. This capacity is typically conceptual as a funct ion of n umerous motivations (e.g., conf idence, goals, reinforcement, potential, etc) and knowledge (e. g., content, procedural knowledge; and familiarity components".

Troike (2003:18) states: "The conce pt of

communicative competence must be embedded in the notion of cultural competence, or the total set of knowledge and skills which speakers bring into the situation". It is clear from what precedes that culture is closely tied to com munication, and interpreting the mean ing of linguistic behavior lies in this relat ionship. Culture is relevant to commu nication conta ins different asp ects. According to Troike (2003:19), the most important among them are: the values and attitudes held about languages and way s of speaki ng, th e network of conceptua l categories which results from experiences, and the way knowledge and skills are transmitted from one generation to the next one.quotesdbs_dbs2.pdfusesText_2