Improving the Use of Deictic Verbs in Children with Autism Spectrum Disorder

Abstract

ABSTRACT Background: Children with autism spectrum disorder (ASD) show difficulty in comprehension and production of the deictic verbs “come/go.” Objective: To examine whether introducing conditions related to daily conversations into training would improve the use of deictic verbs. Methods: Six Japanese children with ASD participated. We set up multiple scenes where the questioner presented the sentence using “come/go” with/without deictic gestures, and children with ASD replied with “come/go.” The conditions such as spatial relations between the two parties (face-to-face or side-by-side) and presentations of the gestures (moving one’s arm toward or away from the body or moving one’s upper body forward/backward) were introduced. Results: The appropriate use of deictic verbs during training and in daily life situations among children with ASD increased. Conclusions: Training children with ASD to look in the direction indicated by the questioner and to synchronize their bodies with the questioner’s movements promotes their acquisition of deictic verbs.