This study is designed to identify differences in linguistic and communicative performances among preschool-aged autistic children and to learn more about the syndrome of autism by examining patterns of language development, the course of its acquisition, and the context in which it is acquired. Studying the differentiation of skills considered necessary for the mastery of communicative ability leads to implications for clinical practice that facilitate each child's responsivity to her/his environment. The current level of functioning of eighteen children, all showing almost continuous psychotic interruption and impaired communication, was assessed. An inventory of tasks, the Pre-Schooler's Workshop Rating Scale, was administered to each child to provide a functional analysis of the developmental levels of language acquisition and to differentiate among the various patterns of the disorder. From this assessment and classroom observation, a list of priorities was established and an intervention program was planned. Reevaluations were made at four month intervals over a two year period. The data suggest that there is a spectrum of varying degrees of developmental disturbance in autism. Early intervention using the proposed therapy model, rating scale, and classification system fosters and enhances language skills. (JK)