Abstract
The characteristic language deficit of autism affects many aspects of the child's functioning. Because of its pervasive nature and the implications for outcome, numerous attempts have been made to remediate problems in this area. However, the results of communication training with this group of children have not always been particularly encouraging. This review traces changes in approaches to language training over the last 25 years and recommends ways in which procedures might be improved to bring about more generalised benefits to autistic children.
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