Social Communication Deficits and Their Impact on Peer Relationships among Children with Autism Spectrum Disorder

Abstract

Children with Autism Spectrum Disorder (ASD) often experience challenges in social communication that significantly affect their ability to form and maintain peer relationships. This study investigates how deficits in social communication specifically pragmatic language, nonverbal cues, joint attention, and conversational reciprocity impact peer interactions, social acceptance, and friendship quality among school-aged children with ASD. Guided by social development and communication theories, a quantitative, cross-sectional design was employed with a sample of N= 40 children aged 6 to 12 years, all formally diagnosed with ASD. Participants were recruited from two special education centers and one child psychology clinic providing inclusive services. Standardized instruments, supplemented by parent ratings, teacher reports, and structured behavioral observations, were used to assess social communication abilities and peer relationship outcomes. Data were analyzed using correlation and regression analyses to determine the predictive role of social communication deficits on peer relationship quality. Findings revealed that children with greater social communication difficulties experienced higher levels of peer rejection, fewer reciprocal friendships, and lower engagement during group activities. Nonverbal communication deficits, including reduced eye contact and limited gesture use, emerged as the strongest predictors of weak peer connections, while pragmatic language deficits significantly hindered conversational initiation and maintenance. The study underscores the importance of early, targeted interventions aimed at enhancing social communication skills to improve peer relationships and overall social adjustment in children with ASD.