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Cognition and language development in autism

A M Wetherby, B H Gaines

The Journal of Speech and Hearing Disorders

|February 1, 1982

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This study assessed cognitive development in autistic children using a Piagetian framework. Findings show cognitive abilities often surpass language skills in autistic children, suggesting a developmental lag.

Area of Science:

Developmental Psychology
Neurodevelopmental Disorders
Cognitive Science

Background:

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition.
Cognitive and language development in autistic children can be atypical.
Piagetian theory provides a framework for understanding cognitive stages.

Purpose of the Study:

To develop and apply a nonverbal assessment procedure for characterizing cognition in autistic children.
To evaluate cognitive and language performance using a developmental stage model.
To investigate the relationship between cognitive and language development stages in this population.

Main Methods:

A nonverbal assessment procedure based on Piagetian theory was utilized.
Six autistic children (aged 4:8 to 15:2) participated.

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Cognitive and language performance were assessed against developmental stages.

Main Results:

All participants demonstrated cognitive competence beyond sensorimotor Stage VI.
Cognitive functioning ranged from early preoperational to concrete operations.
Five of the six children showed cognitive development exceeding their language development.

Conclusions:

A Piagetian developmental model is applicable for assessing cognition in autistic children.
Cognitive development may advance beyond language development in some autistic individuals.
These findings have implications for understanding and supporting autistic children's development.