This study was carried out to test the main and interaction effects of training condition and pretreatment-elicited verbal imitation ability when predicting spoken language use during language training of 60 minimally verbal autistic children. Subjects were randomly assigned to Speech Alone, Sign Alone, Simultaneous Presentation of Sign and Speech, and Alternating Presentation of Sign and Speech training conditions. Speech Alone, Simultaneous Presentation, and Alternating Presentation condition facilitated more child-initiated speech during treatment than did the Sign Alone condition. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary observed during training. Exploratory analyses indicated that, in addition to verbal imitation, pretreatment age and IQ may also predict spoken language developed during training.

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Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences for children with SLI. In addition, these experiences may lessen future academic learning problems. The purpose of this article is to describe a preschool program that fosters emerging speaking, listening, reading, and writing in children with SLI. Strategies used to incorporate literacy-related events and artifacts into the daily classroom schedule are discussed, and sample activities are given.

This longitudinal study investigated the language acquisition strategies employed by an autistic child learning sign language. The child's core vocabulary and developing semantic-syntactic relationships were compared with language acquisition in normal children. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training.

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from 2; 6 to 4;6. The results indicated that comprehension of both suffix forms was similar at each of five age levels studied; although incrementally better comprehension scores occurred with succeeding ages. Virtually all subjects were successful in imitating forms missed during the comprehension task. Analysis revealed that the -er suffix was produced more often than the -est suffix, at the youngest age (256): at succeeding age levels this difference was reversed. Big was the primary lexical unit selected by the subjects for positive and negative polar forms connoting size; little was the second most frequently used adjective form.