Children with autism may comprehend fewer words than their speaking skills may suggest which is not normal for developing children even those with intellectual disability. Language impairment suggests a core symptom in autism.
Researchers with an aim of understanding the role of language in autism typically study high functioning autism with intelligence quotient. This results from the fact that intelligence disability can lead to the impairment of language, which leads to association between autism and language.
Overall children who have autism have lower respective language. Of 36 children, researched only 26 children had developing controls. At the age of 3 years, it is easier to control compared to prolonged autism.
When averages are used to validate this hypothesis, it is established that children with autism have lower cognitive scores as compared to children without autism. This is because the average cognitive score for children with autism is 77.41667 while children without autism have the average cognitive score of 81.96667. This implies that autism has the impact reducing the cognitive score of children within the age range that was used in this study. This analysis has been conducted by the computation of average cognitive scores for children with autism as well as cognitive scores for children without autism. The excel application software was used to carry out this statistical analysis. The high quality of the analysis revealed that indeed autism has great impact on the cognitive ability of children. The graph below demonstrates these results:
In the research, various measures were taken to account. This was for rating language or the speech ability. The measures included direct test and parental questionnaires.
T-Test Results and Analysis
Figure 2 T-test results
Figure 4 – averaged scores
The results suggests that in terms of language children with autism appears to have 0.4 chance less capable of learning language as compared to bilingual children. This means that there is a very marginal difference between the language capabilities of the two variables. In addition, the T-test revealed a very marginal difference between variables given that the 119 samples with autism gave a mean score of 1.5402 while the bilingual samples of the same size has a mean score of 1.6891, which encompasses a difference of only 0.1489. The same marginal difference was perceived in terms of social, adaptive, cognitive, and motor skills of between the two variables.
In conclusion, children with autism have lower scores in language and control. It was also observed that children with autism had higher expressive than receptive skills. Children with autism have lower cognitive scores than those with without autism.
