Abstract

Effective conversation requires both speakers and listeners to perform their roles appropriately. However, research on autism spectrum disorder (ASD) has primarily focused on speaking abilities, resulting in limited information on listening skills. This study compared the conversational skills of high-functioning ASD children and typically developing (TD) children as listeners. The study involved 34 children aged 6-11 years, including ASD and TD participants, all with an IQ of 80 or above, matched for age, gender, and IQ. The analysis focused on conversational turn-taking and listener responses. Results showed that ASD children had lower turn maintenance and higher interruption rates, with fewer appropriate verbal and non-verbal responses. In contrast to TD children, who used verbal and non-verbal responses equally, ASD children relied more on verbal responses. The discussion highlights the patterns and implications of the listening conversational skills of children with ASD.