Which characteristic may indicate a qualitative impairment in communication for a student with autism spectrum disorder (ASD)?

The characteristic that may indicate a qualitative impairment in communication for a student with autism spectrum disorder (ASD) is the stereotyped and repetitive use of language. This behavior is often referred to as echolalia, where individuals may repeat phrases or sentences they have heard before, either in the same context or in an inappropriate context. This type of language use diverges from typical communication patterns and can signify underlying challenges with understanding and utilizing language in social settings.

Stereotyped language can also indicate difficulties in developing meaningful conversational skills, as it typically lacks the flexibility and context-specific properties that characterize functional communication in neurotypical individuals. In the context of ASD, this repetitive nature can hinder the development of more dynamic and meaningful interactions, which are essential for effective communication.

In contrast, the other options suggest areas of communication skills that are not indicative of qualitative impairments. For example, having expressive language skills at a higher level than receptive language, or displaying high articulation ability, suggests that a student possesses some competencies in communication, albeit in a potentially mismatched manner. Similarly, using gestures to supplement spoken language is typically a strategy to enhance communication rather than an indication of impairment.