Semantic Memory in Children with Autism Spectrum Disorder and Typically Developing Peers: A Comparative Study Based on Multiple Linguistic Indicators

Abstract

This study aims to compare semantic memory in children with mild Autism Spectrum Disorder (ASD) and typically developing children through the analysis of multiple linguistic indicators. These indicators include semantic repetition of words and numbers, production of rhythmic structures, phonological discrimination, vocabulary comprehension, picture naming, classification and sequencing skills, as well as functional sentence understanding and linking. The study employed a comparative descriptive design and applied a locally developed semantic memory test (Saad Abdel Aziz, 2009) on a purposive sample of 8 children (4 diagnosed with ASD and 4 typically developing), aged between 8 and 10 years. Results revealed statistically significant differences favoring typically developing children in five main indicators, notably semantic repetition, production of rhythmic structures, picture naming, and functional sentence linking. No significant differences were found in semantic classification, vocabulary comprehension, and phonological discrimination, indicating that semantic memory deficits in children with ASD are selective rather than global, related to indicators requiring cognitive flexibility and contextual integration. The study recommends integrating semantic memory assessments into early speech therapy diagnostic protocols and developing targeted linguistic interventions that strengthen weak indicators, involving families to ensure continuity of support. It also suggests expanding future sample sizes and using assessment tools adapted to the linguistic and cultural specificities of the Algerian context