Abstract

This article synthesizes and compares research on social communication and interaction among children with autism spectrum disorder (ASD) through a structured literature review. The findings reveal differences in language abilities, pragmatic communication skills, and patterns of social interaction according to context, sample characteristics, and assessment instruments. Based on these findings, the article recommends individualized assessment, strengths-based support, adaptations to inclusive educational environments, and closer collaboration among families, schools, and social workers.

Keywords: Autism spectrum disorder, individualized support, school social work, social communication, social interaction.