Catalysing Communication in an Autistic Child in a Logo-like Learning Environment

Abstract

The fascination for machines shown by autistic children can be exploited in a LOGO-based learning environment. We report an experience with a seven-year-old autistic child whose active and enjoyable explorations in controlling the LOGO turtle formed the basis for the development of language for communication, both verbal and nonverbal. The strikingly rapid effect produced involved two features seldom shown by the child, VIZ. the onset of spontaneous language based on descriptions of the turtle's behaviour, and the active seeking out of social interaction. We argue that this follows from the self-validating effect of understanding and being understood, i.e. sharing a sense of relevance, and that this in turn follows from the highly structured but creatively open-ended nature of the LOGO environment, In which the crucial step of "seeing what is relevant" is made transparently easy.