Background and aims: High quality student-teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism…

Comprehension and strategy use of 18 autistic children was compared with that of normal 3- and 4-year olds. Subjects were asked to act out certain syntactic and semantic patterns in two experiments. Autistic children performed below the levels of the normal subjects, suggesting that autism is a semantic/cognitive deficit. (PJM)

The booklet discusses and reports on a study of elicited imitation as a vehicle for assessing the language-functioning level of echolalic autistic children. An historical overview is presented of the diagnosis of early infantile autism. The question of whether or not early infantile autism is a distinct syndrome is addressed. The theoretical and…

The syndrome of childhood autism is typified by major abnormalities in language development, yet there are few systematic descriptions of autistic children's linguistic systems. This paper represents the beginning of a comprehensive investigation of the language of verbal autistic children and concentrates on comparing the syntax used by ten…