By M. P. Everard
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Extra resources for An Approach to Teaching Autistic Children
This was designed for physically handicapped children and requires a minimum of response from the child. It follows the same developmental stages as Scale A but it is slightly easier at the upper end of the test. Separate norms are provided for this scale. The expressive scale is divided into three sections; these are language structure, vocabulary, and content. The language structure section covers the development of vocalization from the earliest stage of "vocalization other than crying", up to the use of complex sentences, omitting no words and with the words in the correct order.
They showed the expected problems in comprehension and sequencing and in handling the syntax and structure of language. The most interesting finding, however, was that while there were some general problems common to the group, each individual child showed his own pattern of language difficulties which was reliable on re-testing. It is easy to see how such a detailed assessment of individual children could provide a teacher with information she could use to plan her teaching programme. Such inventiveness and willingness to experiment outside the conventional limits of standard tests is to be welcomed in clinical and educational work with autistic children as well as in research.
With the type of autistic child who has enough language to attempt to perform some of the tasks it is of particular interest to note the nature of the mistakes made, in addition to the usual scoring. Bartak (personal communication) has found that autistic children have most difficulty in understanding those parts of speech which relate one object or action to another and which change in meaning depending on the situation. They therefore make mistakes with, for example, prepositions and pronouns, which affects their performance on the scales.
An Approach to Teaching Autistic Children by M. P. Everard