Thirty-one children with and without autism spectrum disorder were asked to draw the meaning of 10 basic concepts. Following each drawing, children explained their drawing to the experimenter. Transcripts of the drawing task were coded for children’s use of personal pronouns and internal state terms. Children’s use of on- and off-task comments while explaining each drawing was examined. Both groups of children had a longer mean length of utterance when prompted to explain their drawings than while they were drawing. Analyses revealed no significant differences between children with and without autism in their use of internal state terms, pronouns, or their use of on- and off-task language during the drawing task. Clinical implications for the use of drawings as expressive language supports for children with autism are discussed.

中文翻译：

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“告诉我你的照片”：使用绘画来支持自闭症谱系障碍儿童的表达语言

要求 31 名患有和未患有自闭症谱系障碍的儿童绘制 10 个基本概念的含义。在每幅画之后，孩子们向实验者解释他们的画。绘画任务的抄本被编码为儿童使用人称代词和内部状态术语。检查了儿童在解释每幅画时对任务中和任务外评论的使用。当被提示解释他们的画时，两组儿童的平均话语长度都比他们画画时长。分析显示，自闭症儿童和非自闭症儿童在绘画任务中使用内部状态术语、代词或使用和非任务语言方面没有显着差异。讨论了使用绘画作为自闭症儿童表达语言支持的临床意义。