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| Introduction | |
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| Definitions, Theories and Hypotheses | |
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| Communication - Language - Speech | |
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| Communication | |
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| Language | |
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| Speech | |
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| Other forms of language | |
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| Language Acquisition - The Theories | |
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| A behavioural theory | |
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| A biological theory | |
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| A cognitive theory | |
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| A psycholinguistic theory | |
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| A pragmatic/social-interactive theory | |
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| Problems in language acquisition | |
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| From Sensations to Concepts - Via Different Routes | |
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| Stages of perception | |
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| Using a 'short-cut' | |
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| Literal perception | |
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| Qualitative differences in experiencing sensations/receiving information | |
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| Gestalt perception | |
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| Fragmented perception | |
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| Do we live in the same time zone? | |
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| Intensity with which the senses work | |
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| Inconsistency of perception | |
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| Vulnerability to sensory overload | |
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| Perceptual styles | |
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| Compensating for an unreliable sense with other senses | |
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| Cognitive Styles and Functions in Autism | |
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| Attention | |
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| Conceptual vs perceptual memory | |
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| Gestalt memory | |
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| Literalness | |
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| Memories according to preferred modalities | |
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| Perceptual thinking | |
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| Sequential and spatial thinking | |
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| Imagination | |
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| IQ and autism - 'autistic intelligence' | |
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| Autistic Culture? | |
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| What Language Are They Speaking? | |
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| Language Characteristics, Learning Styles and Development in Autism | |
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| Language Learning Styles | |
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| Gestalt vs analytic style | |
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| Cerebal hemispheric organization | |
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| Timing of acquiring language | |
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| Timing of the onset of sensory processing problems | |
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| Learning environment | |
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| Speech and Language Development in Non-autistic and Autistic Children | |
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| Pre-verbal/pre-linguistic development | |
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| Phonological development | |
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| Grammatical development | |
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| Semantic development | |
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| Impairments of Social Communication in Autism and Language Peculiarities Specific to Autism | |
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| The pre-verbal communication of children with autism | |
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| The verbal communication of children with autism | |
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| Lack of expressive verbal language - 'autistic muteness' | |
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| Echolalia | |
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| Pronoun reversal | |
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| Extreme literalness | |
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| Metaphorical language | |
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| Neologisms | |
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| Affirmation by repetition | |
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| Repetitive questioning | |
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| Demanding the same verbal scenario | |
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| Autistic discourse style | |
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| Poor control of prosody | |
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| Fluent Speakers - So What's the Problem? | |
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| Receptive language | |
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| Expressive language | |
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| Literalness | |
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| Language as 'stress reliever' | |
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| 'Sophisticated echolalia' | |
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| Guidance for communicating and interacting with autistic people | |
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| Key Strategies to Enhance Communication in Autism | |
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| Communication/Language Assessment Strategies - Communication Profile | |
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| Sensory components | |
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| Atypical communication behaviours | |
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| Muteness | |
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| Ability to use non-verbal communication strategies | |
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| Atypical use of verbal language | |
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| Functional use of verbal language | |
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| Communicative functions expressed | |
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| Ability to understand verbal and non-verbal communication/language | |
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| Assessment strategies | |
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| Communication Environment and Interaction Styles | |
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| Communication environment - creating the 'umbrella' | |
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| Interaction styles | |
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| Selecting Communication Systems | |
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| Visual systems | |
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| PECS | |
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| Communication via objects | |
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| Sign language - mime-signing - kinaesthetic 'language' | |
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| 'Tactile language' | |
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| Written communication | |
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| Facilitated communication | |
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| Teaching Communication | |
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| A social skills approach | |
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| Social stories | |
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| Rules | |
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| Other approaches | |
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| Teaching 'accessories' of communication | |
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| To teach or not to teach? | |
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| Conclusion | |
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| Glossary | |
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| References | |
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| Subject Index | |
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| Author Index | |