ABSTRACT

INTRODUCTION The development of language and communicative abilities is a major challenge faced by persons with autism spectrum disorders (ASD). The significance of this challenge is reflected in current conceptualization of ASD, which includes language and communicative impairments as a primary diagnostic feature (American Psychiatric Association [APA], 1994). The presence of fluent speech, defined as using multiword combinations spontaneously, communicatively, and regularly before the age of 5 continues to be a good prognostic indicator of IQ, language measures, adaptive skills, and academic achievement in adolescence (Lord & Paul, 1997). The level of communicative competence achieved by persons with ASD is closely related to the development of social behavior (Garfin & Lord, 1986) and mea-sures of outcome (Koegel, Koegel, Shoshan, & McNerney, 1999; McEachin, Smith,

& Lovaas, 1993). Moreover, gains in communication skills are directly related to the prevention and reduction of problem behavior (Fox, Dunlap, & Buschbacher, 2000; National Research Council [NRG], 2001; Reichle & Wacker, 1993). The severity of the communicative impairment of children with ASD may be one of the greatest sources of stress for families (Bristol, 1984). Therefore, enhancing language and communicative abilities needs to be a major focus in the provision of education and treatment for individuals with ASD and their families. This chapter provides an overview of the nature of communication and language difficulties experienced by persons with ASD. Guidelines for assessing communication and related symbolic abilities using ecologically based strategies are presented, and current recommended practices for enhancing language and social communication are suggested.