Advanced International Journal for Research

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Language Development and Social Intelligibility in Children With Autism Spectrum Disorder: A Comparison of Teletherapy and In-Clinic Interventions in Delhi

Author(s) Mr. AMEESH PRAKASH, Prof. Dr. ROHILA SHETTY, Prof. Dr. VINI ABHIJITH GUPTA
Country India
Abstract Autism Spectrum Disorder (ASD) is often associated with difficulties in language development and social communication. The present study compared the effectiveness of synchronous teletherapy and traditional in-clinic intervention in improving language development and social intelligibility among children with ASD aged 3–5 years. A total of 50 children were divided into a teletherapy group (n = 25) and an in-clinic intervention group (n = 25). Both groups received speech-language intervention of 5 sessions/week for 12 weeks.
Language outcomes were assessed using the Assessment of Language Development (ALD), social intelligibility was measured using the Intelligibility in Context Scale (ICS), and parental satisfaction with teletherapy was evaluated using the Telehealth Usability Questionnaire (TUQ). Statistical analysis included descriptive statistics, paired-samples t-tests, and independent-samples t-tests.
The findings revealed significant improvements in receptive and expressive language abilities in both groups following intervention. However, the in-clinic group demonstrated greater gains in language development and significantly higher social intelligibility scores than the teletherapy group. Parents reported high satisfaction with teletherapy, indicating that it was a convenient and acceptable mode of service delivery.
The study concludes that both teletherapy and in-clinic intervention are effective in supporting language development in children with ASD. However, in-clinic intervention demonstrated superior outcomes, while teletherapy remained a feasible alternative for families with limited access to in-person services. Speech-language pathologists (SLPs) play a crucial role in the assessment and intervention of communication difficulties in children with ASD. They evaluate receptive and expressive language skills, speech intelligibility, social communication, and pragmatic language abilities to identify individual strengths and needs. Based on assessment findings, SLPs develop and implement individualized, evidence-based intervention programs to enhance language development, improve social interaction, and promote functional communication. In both teletherapy and in-clinic settings, SLPs provide structured intervention, monitor progress, and modify treatment goals according to the child’s performance. They also collaborate with parents, caregivers, educators, and other professionals to facilitate the generalization of communication skills across daily environments. Through parent counseling and training, SLPs empower families to support communication development beyond therapy sessions, thereby improving participation, social engagement, and overall quality of life in children with ASD.
Keywords Autism Spectrum Disorder, teletherapy, in-clinic intervention, language development, social intelligibility
Field Medical / Pharmacy
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-07-13
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E-ISSN 3048-7641
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