This paper analyzes perceptual disparities between children with autism spectrum disorders (ASD) and their typically developing (TD) peers with respect to Chinese interrogative and declarative sentences. By synthesizing a continuum from interrogative to declarative sentences and conducting an identification experiment, this research systematically analyzes these differences. The experimental results reveals relatively significant differences in performance between both groups. These findings indicate that when teaching children with ASD to answer questions, educators need to employ more emphatic prosody in their questioning to achieve the intended interrogative effect.