ABSTRACT
The children I shall discuss in this chapter suffer from autistic spectrum disorder, mutism, or a learning disability arising from a pervasive developmental disorder (PDD). I shall not be considering children who stammer, or the psychotic or borderline children discussed by Anne Alvarez (this volume) who may use words in idiosyncratic ways for purposes other than communication. However, some of the points Alvarez makes are highly relevant to the kind of child I shall discuss, such as the importance of assessing the symbolic level at which the child is operating at any moment. This is essential if we are not to misunderstand him, and if we are to be able to phrase our own communications in ways that he can hear.
