The Impact Of Language Disorders On Social Communication And School Bullying Among Children With Autism Spectrum Disorder In Abha City: Parents' Perspective And The Effect Of Some Demographic Variables

Abstract

Objective: This study examined the impact of language disorders on social communication and school bullying experiences among children with autism spectrum disorder (ASD) in Abha city, as perceived by parents. Additionally, the study explored the mediating role of social communication and the moderating effect of gender in these relationships.

Methods: Data were collected from parents of 95 children with ASD, divided into Language Disord[1]er Group (n=47) and No Language Disorder Group (n=48). Participants' social communication abilities were assessed using the Social Communication Questionnaire (SCQ), and bullying experiences were measured through a self-report questionnaire. Multiple regression and moderation analyses were conducted to analyze the relationships between variables.

Results: Language disorders significantly predicted lower social communication abilities (β = -0.48, p < 0.05) and increased bullying experiences (β = 0.35, p < 0.05). Social communication partially mediated the relationship between language disorders and bullying experiences (β = 0.24, p < 0.05). However, gender did not moderate the relationship between language disorders and social communication.

Conclusion: The study highlights the importance of addressing language challenges to enhance social communication skills and mitigate bullying incidents among children with ASD. By fostering inclusive environments and implementing targeted interventions, educators, clinicians, and parents can improve the social well-being of children with ASD in Abha city.