Standardization of Meanings in Autistic Communication: Possibilities and Limitations

Children with autism spectrum disorder (ASD) experience challenges in various developmental areas, particularly in social skills, communication, and repetitive behaviors. A significant proportion of individuals with ASD have limited or no speech, while others never acquire functional speech. The disorder is characterized by high heterogeneity, which is believed to be influenced by genetic diversity. ASD is often comorbid with other disorders, including anxiety disorders, attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder, bipolar disorder, and other behavioral disorders. Given the complexity and heterogeneity of ASD, personalized intervention programs are necessary. However, assessing children with ASD with standardized tools can be challenging due to their heterogeneity and limited compliance with psychometric standards. Furthermore, the choice of appropriate assessment tools is hampered by a wide range of behaviors and communication limitations. The heterogeneity of cognitive profiles in individuals with ASD poses additional challenges in diagnosis and test interpretation. Standardized intelligence quotient (IQ) assessments may not accurately reflect the intelligence of individuals with ASD, and adaptive behavior measures may provide a better comparison. Communication assessment in ASD involves tests or questionnaires administered to the child or filled out by parents. However, most assessments lack standardization for children with ASD and communication impairments. Augmentative and alternative communication (AAC) tools, such as the Picture Exchange Communication System (PECS) and speech-generating devices, can support communication in children with ASD. Standardized communication systems, such as sign language and symbol sets, have been developed for individuals with disabilities. However, there is a lack of standardized sets or lexicons of meanings, specifically designed for individuals with ASD. This chapter highlights the challenges and considerations in assessing communication and intelligence in children with ASD, emphasizing the need for personalized and comprehensive assessment approaches tailored to their unique profiles.