Measuring and improving comprehension of words with multiple meanings in children with autism

Previous research suggests that autistic children struggle to
conceptualise the concept of words with multiple meanings (WMMs). Given that a good understanding of WMMs is considered
a driver for vocabulary development, limitations in this area lead to
difficulties in the development of language and literacy skills. Previous studies have stated that autistic children experience a
deficit in this area, but have not explored which WMMs pose particular difficulty, or why some types may be harder for autistic
children to conceptualise. This project will use various tests to
measure autistic children's understanding of WMMs, aiming to
determine which types are particularly difficult for autistic children
to conceptualise. Participants will then receive intervention work intended to improve their understanding of the concept, before being retested to see if understanding has indeed improved. The research will be carried out in Ascent Trust Special Educational Needs (SEN)
schools, and the intervention work developed and delivered in tandem with teachers. This research aims to fill a gap in the academic literature on language and autism, improve the vocabulary
development of individual participants, and introduce innovative
new teaching techniques to the curriculum of SEN schools.