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Cognitive Development in Autistic Children

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Cognitive Development in Atypical Children

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

Autism begins at birth or shortly thereafter. Often the first sign parents have that their infant is “different” is that the child is made uncomfortable by human contact and interaction, rather than the reverse, which is normally the case. Where normal infants actively make a visual, auditory, and tactile search of their environment, autistic infants remain relatively passive, staring into space. He or she is an indifferent feeder, and sleeps fitfully. The inactive infant becomes a reluctant toddler; there are delays in various sensorimotor milestones, most notably in speech onset and development. From an early age the autistic child engages in various self-stimulating and stereotypic behaviors, such as flapping his fingers in front of his face, lining up wooden blocks in a row, or just sitting quietly in a corner, rocking back and forth (Morgan, 1981).

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Authors
  1. Gayle I. Goldstein
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  2. David F. Lancy
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Editors and Affiliations

  1. Department of Special Education, Ontario Institute for Studies in Education, M5S 1V6, Toronto, Ontario, Canada

    Linda S. Siegel

  2. Department of Family Studies, University of Alberta, T6G 2E9, Edmonton, Alberta, Canada

    Frederick J. Morrison

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Goldstein, G.I., Lancy, D.F. (1985). Cognitive Development in Autistic Children. In: Siegel, L.S., Morrison, F.J. (eds) Cognitive Development in Atypical Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5036-4_5

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  • DOI: https://doi.org/10.1007/978-1-4612-5036-4_5

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