Early Pragmatic Accomplishments and Vocabulary Development in Preschool Children With Autism

Abstract

This longitudinal parallel case study followed the development of pragmatic accomplishments and vocabulary development in five children with autism from the prelinguistic to early one-word stage of language. As would be expected, there was considerable variability in the rates of vocabulary acquisition across the five children. Qualitative analyses suggested that rate of vocabulary acquisition was associated with both type and diversity of pragmatic skills. This preliminary investigation lends support to the hypothesis that not all pragmatic accomplishments are related to language outcomes in precisely the same way.

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