New Words

  title={New Words},
  author={Douglas Biklen and Annegret Schubert},
  journal={Remedial and Special Education},
  pages={46 - 57}
People with autism have a variety of communication difficulties that have been assumed to be related to cognitive deficits. The communication difficulties include an inability to speak words, speaking with echolalia or repetition of words or phrases previously heard, pronomial reversals, seeming inattentiveness, problems with social interaction, and lack of responsiveness to external events. This study reports on the effects of a method called facilitated communication in helping students with… 
Facilitated Communication
This study examined types of support in Facilitated Communication with 12 non-verbal individuals with autism. Literacy tasks of graduated difficulty that included letter identification, word
Facilitated communication with children diagnosed as autistic in public school settings
In spite of claims that facilitated communication is a unique and effective communication option for individuals with autism, validity of this method has not been established. The present study
A study of the impact of the Picture Exchange Communication System on verbal language and stereotypic behavior in preschool children with autism
Theresa Caratozzolo A Study of the Impact of the Picture Exchange Communication System (PECS) on Verbal language and Stereotypic Behavior in Preschool Children with Autism. 1999 Dr. Kuder, Thesis
Facilitated communication training
Countless people throughout the world are not able to communicate adequately in speech. They may have cerebral palsy, head injury, or Down Syndrome, or may have been diagnosed as having intellectual
Communicative Abilities in Autism: Evidence for Attentional Deficits
The work shows that tests and methodologies which help to focus on the communicative task improve the autistics' performance with respect to those used in the literature, and concludes that the autistic communicative deficit is at the performance level and that it has an attentional nature.
Other Research -- Evidence of Literacy in Individuals Labeled with Mental Retardation
Facilitated communication (FC) is a technique that involves provision of physical support to an individual who has few or no verbal communication skills in order to allow that person to point or
A validated case study of facilitated communication.
The case of a 13-year-old boy with autism, severe mental retardation, and a seizure disorder who was able to demonstrate valid facilitated communication was described, adding to the small, but growing number of demonstrations that facilitated communication can sometimes be a valid method for at least some individuals with developmental disabilities.
Impact of Facilitated Communication Combined with Direct Instruction on Academic Performance of Individuals with Autism
This article reports findings of an empirical study designed to assess the educational utility and potential of using facilitated communication to instruct and evaluate individuals with autism in
Facilitated Communication for Children with Autism: An Examination of Face Validity
Although there has been ample controversy about the need for validation studies of facilitated communication (FC), FC proponents have outlined minimum guidelines for increasing the naturalistic


Language, communication, and the use of symbols in normal and autistic children
  • D. RicksL. Wing
  • Psychology
    Journal of autism and childhood schizophrenia
  • 1975
The characteristics of language and other forms of communication in normal and autistic children are described and the extent to which each group can comprehend and use spoken and nonspoken language and also develop inner language is compared.
Language, social, and cognitive impairments in autism and severe mental retardation
  • L. Wing
  • Psychology
    Journal of autism and developmental disorders
  • 1981
It is hypothesized that the socially impaired lack certain abilities that are inborn in normal children and the sociable mentally retarded: namely, the capacity to produce and monitor the normal speciesspecific preverbal sounds, the drive to explore the environment and form concepts to explain experiences, and the ability to recognize that other human beings are of special interest and importance.
Language acquisition and communicative behavior in autism: toward an understanding of the "whole" of it.
  • B. Prizant
  • Psychology
    The Journal of speech and hearing disorders
  • 1983
This discussion reviews symptomatology of autistic communication in reference to "gestalt" versus "analytic" modes of cognitive processing, language acquisition, and language use, based on research on language behavior of normal and autistic children.
Cognitive abilities and disabilities in infantile autism: A review
  • M. Prior
  • Psychology
    Journal of abnormal child psychology
  • 1979
The current evidence is considered to support a hypothesis concerning abnormal hemisphere functioning in this group of children and it is suggested that future research should be particularly concerned with controlling for developmental influences on performance, and with investigation of the higher functioning autistic children who are less governed by retardation factors.
Analysis of functions of delayed echolalia in autistic children.
Delayed echolalia was found to vary along the dimensions of interactiveness, comprehension of the utterance produced, and relevance to linguistic or situational context.
Hyperlexia in infantile autism
Twenty boys meeting the current DSM III criteria for infantile autism at the time of diagnosis were found to be hyperlexic in childhood and have been followed up for 7–17 years, suggesting that the presence of hyperlexia may identify a subgroup of autistic children.
Profiles of communicative and cognitive-social abilities in autistic children.
A functional analysis of communicative behaviors indicated that, despite a wide variation in communicative means, the autistic subjects displayed a relatively homogeneous profile of communative functions that was both quantitatively and qualitatively different from the normal profile.
The functions of immediate echolalia in autistic children.
It was discovered that immediate echolalia is far more than a meaningless behavior, as has been previously reported, and it is argued that researchers who propose intervention programs of ech-abatement may be overlooking the important communicative and cognitive functions eCholalia may serve for the autistic child.
Symbolic play in severely mentally retarded and in autistic children.
A small group of children with “repetitive” speech and stereotyped play is identified and the relationship with childhood autism is considered and the educational implications of the findings are discussed.
Hyperlexia—Specific Word Recognition Skills in Young Children
In more than 20 cases examined by the authors, the children ranged in intellectual functioning from mentally defective to bright normal, and in each case the child's ability to recognize words was significantly higher than either his ability to comprehend the material "read" or his evaluated verbal functioning level.