Communication in Children with Autism Spectrum Disorder: A Qualitative Study of Mothers’ Perspectives
Abstract
This qualitative study aimed to explore mothers' perspectives on communication of children with autism spectrum disorder (ASD) specifically to (1) describe the communication of children with ASD; (2) determine the strategies mothers used to promote their children's communication; (3) determine mothers' expectations on their children's communication; and (4) recommend a plan of action to the school. Limitations of the study were discussed. Purposive sampling was employed to explore the communication strategies of mothers through the lens of Social Learning Theory. Semi-structured, in-depth interviews were conducted, and data analysis followed a thematic approach. Verbal communication, touched-based communication, and pointing were the means of communication for children with ASD. Mothers utilized communication strategies such as verbal input, augmentative and alternative communication, and linguistic mapping. They expect their children to express themselves effectively and establish connections with others. Hence, it is recommended that the Department of Education develop and implement standard training programs for special education teachers on individualized communication interventions and strategies, the local school provides after-school programs to create opportunities for communication and social interaction and offers training sessions and resources to teachers and staff, partner with local autism organizations and professionals, and mothers attend trainings and workshops to support their children.