This volume presents a longitudinal study that assesses the continuity and change to diagnosis, intelligence, and language skills in children with autism, Downs Syndrome, and other developmental delays. It also specifies deficits in social competence and language skills and identifies precursors in preschool and mid-school years. Although specific patterns vary between groups, the volume concludes that improvement in early communication and play skills may have some long-term consequences for later language and social competence in children with developmental delays.
Abstract. Background and Goals of This Study. Stability of Diagnosis and Intelligence. Nonverbal Communication, Play, and Language Skills. Social and Emotional Responsiveness. Peer Interactions in School. Correlates and Predictors of Peer Interactions in School. Summary and Discussion. References. Acknowledgments. Commentary Methodological Issues in Cross-Syndrome Comparisons: Matching Procedures, Sensitivity (SE), and Specificity (SP) (Carolyn B. Mervis and Byron F. Robinson) Response to the Commentary by Mervis and Robinson (Marian Sigman) Contributors.