Journal of Patient Care is a peer-reviewed Nursing journal that focuses on a wide range of topics in this field such as patient health, patient safety, patient education, and so on. It provides a platform for authors to contribute to the journal and the editorial office promises a peer review process for submitted manuscripts to ensure the quality of publication.

This journal, which ranks among the best open access journals, aims to publish the most thorough and trustworthy source of information on discoveries and current developments in the form of original articles, review articles, case reports, short communications, etc.

Autism spectrum disorder (ASD) or autism spectrum condition (ASC) is a group of neurodevelopmental disorders characterised by difficulties in social interaction, verbal and nonverbal communication, repetitive behaviour, and restricted interests. Other common symptoms include difficulty forming friendships and unusual responses to sensory stimuli. Autism is classified as a spectrum disorder, which means that it manifests differently in each individual: any given autistic person is likely to exhibit some, but not all, of the associated characteristics, and the person may exhibit them to varying degrees. Some autistic people remain nonverbal throughout their lives, whereas others have relatively unimpaired spoken language. "Autism" derives from the Greek word "autos," which means "self." Children with ASD are frequently self-absorbed and appear to live in a private world, with limited ability to communicate and interact with others. Children with ASD may struggle to develop language skills and comprehend what others say to them. They also frequently struggle with nonverbal communication, such as hand gestures, eye contact, and facial expressions. The ability of children with ASD to communicate and use language is determined by their intellectual and social development.

Some children with ASD may be unable to communicate verbally, while others may have very limited speaking abilities. Others may have large vocabularies and be able to go into great detail about specific topics. Many people struggle with sentence rhythm and word meaning. They may also be unable to comprehend body language and the meanings of various vocal tones. These difficulties, when combined, impair children with ASD's ability to interact with others, particularly those their own age. Parents of autistic children frequently report that the first sign of a problem with their child is either the absence of language or the loss of language that began to develop in the second year of life. When a youngster is so unresponsive to other people's voices, including the voices of their parents, in their environment, it is sometimes assumed that they are deaf. In retrospect, many parents recall that their infants were unresponsive to adult contact, did not engage in turn-taking games, and did not develop joint attention during the first 12 months.

Toddlers with autism still have no functional language and are extremely limited in their communication with others by the end of the second year, possibly only engaging another person to fulfil requests using protoimperative gestures. They also make no use of symbolic play. There is simply no interest or "appetite" for interacting with others at any level or by any means, including language. In a sense, the primary social deficits in autism set the developmental course for deficits in language and communication. However, some autistic children, typically those who have less overall impairment, do increase the frequency of their communication attempts and start picking up language before turning five. The most effective predictor of a better result in autism has been shown to be learning some functional language by the age of five. Children with autism frequently just repeat the words, phrases, or sentences that other people say. Children that have very little productive language are most likely to exhibit echolalia, a classic characteristic of autistic language. In echolalic speech, the exact words and intonation used by others are frequently retained, either immediately or over time. It is currently thought to have some practical usefulness for kids.

Echolalia may assist autistic children in maintaining some role in ongoing discourse even when they do not understand or have not yet acquired the pragmatic or linguistic skills required to respond more appropriately. The use of idiosyncratic lexical terms, or neologisms, has been observed in higher functioning children and adults with autism, implying that it is not a stage in acquisition. Another notable aspect of autistic children's language use is their use of pronoun reversal, referring to themselves as "you" and their conversational partner as "I." Although reversing personal pronouns is not unique to autism, it occurs more frequently in this population than in any other, and pronoun reversals are regarded as important in autism diagnosis. The reversals reflect conceptual difficulties with the notions of self and other as they are embedded in shifting discourse roles between speaker and listener. All of these language characteristics in autism, such as echolalia, neologisms, pronoun reversals, and pragmatic impairment, make it difficult to study language acquisition in this population. Indeed, some researchers have questioned whether autistic children develop language using the same pathways and underlying mechanisms as normally developing children or other children with delayed or deficient language. Nonetheless, over the last two decades, psycholinguistic approaches have led to significant advances in the study of language in autistic children. Language acquisition in autistic children is a difficult and time-consuming task. Methodologies and stimuli must be carefully chosen, adapted, and modified to the distinct set of deficits that characterise autism. Nonetheless, certain approaches have had some success over the last few decades. The study of natural language samples has probably taught us the most about language development. Collected in a variety of structured and unstructured settings. Standardized tests have also been used successfully with higher-functioning children.

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