Childhood autism: deficits of communication and symbolic development. I. Distinctions from language disorders.
The present paper reviews, outlines, and explores the literature concerned with the speech-language disorder of childhood autism. The problems of communication of the autistic child are compared and contrasted with those of children with a variety of other language disorders (e.g. receptive developmental dysphasia). Based upon the review of normal preverbal communicatory and symbolic development, it is concluded that childhood autism involves a pervasive language disorder encompassing communication in general, as well as certain symbolic-representational abilities necessary for language. An overview of the attempts to teach speech to autistic children in then undertaken with special emphasis on the possible implications of developmental knowledge for these training pursuits. Finally, the role of neurologic substrates in the language and communication disorder of autism is presented.
D001037:Aphasia / Q000523:psychology; D001321:Autistic Disorder / Q000150:complications / Q000523:psychology*; D001521:Behavior Therapy; D001921:Brain / Q000473:pathology; D002648:Child; D003071:Cognition; D003638:Deafness / Q000523:psychology; D004569:Electroencephalography; D006801:Humans; D007223:Infant; D007806:Language Disorders / Q000209:etiology / Q000523:psychology* / Q000628:therapy; D007808:Language Therapy; D012813:Sign Language; D013070:Speech Therapy / Q000379:methods; D013561:Symbolism