A Study on the Differences in Language Intervention Effects between Children with Autism Spectrum Disorder and Typically Developing Children

Abstract

To compare the differences in language intervention effects between children with Autism Spectrum Disorder (ASD) and Typically Developing (TD) children, and to address the limitations of static assessment and insufficient longitudinal research, this study integrated Dynamic Assessment (DA) theory with the Early Start Denver Model (ESDM) to conduct a 12-month longitudinal follow-up of 40 children aged 6–9 years (20 children with ASD and 20 TD children). A mixed-methods research design was adopted, with data collected through standardized tests, dynamic assessment, questionnaires, and interviews. Data analysis was performed using Hierarchical Linear Modeling (HLM) and thematic analysis. Results indicated that: (1) The language development of ASD children showed non-linear characteristics, while that of TD children was more stable; (2) Dynamic assessment was more sensitive to capturing the language progress of ASD children; (3) ESDM significantly improved the pragmatic competence of ASD children, with notable gender differences and a "double-edged sword" effect of prior intervention experience. This study provides empirical support for individualized language intervention for children with ASD.