The general aim of this research is to investigate the relationship between multilingualism and social skills, respectively the school performance of children diagnosed with ASD, as well as their possible affinity for a particular language. The research hypotheses start from the premise that social skills, as well as the school results of multilingual children diagnosed with ASD, are better than those of monolingual children diagnosed with ASD, as well as the existence of an affinity for a certain language in children with TSA who speak two or more languages – even in cases where that language is not the mother tongue of those children. The research aims to answer two basic questions, namely: what is the relationship between multilingual skills, social skills and academic performance of students with ASD? Is there a linguistic affinity for children diagnosed with ASD for a particular language, even if it’s not their native language?