The quote "Thoughts are things" is often attributed to the influential New Thought writer and philosopher, Prentice Mulford. Prentice Mulford was an American writer and pioneer of the New Thought movement in the late 19th century. He explored various spiritual and metaphysical concepts in his writings, emphasizing the power of thoughts and beliefs in shaping one's reality.

In his book titled "Thoughts Are Things: The Things in One's Life Are Thoughts" published in 1889, Prentice Mulford delved into the idea that thoughts have a creative power and can manifest in physical form or influence one's experiences and circumstances. He argued that thoughts are not merely fleeting mental processes but possess a tangible and transformative quality.

The concept that thoughts have the ability to shape one's reality and manifest desired outcomes has been a recurring theme in various philosophical and spiritual traditions throughout history. The quote "Thoughts are things" has since become a popular phrase and has been embraced by many proponents of the Law of Attraction and the power of positive thinking.

It's worth noting that the phrase itself may have evolved and been paraphrased in different ways over time, but the essence of the concept remains the same: the recognition of the creative power of thoughts and their influence on our lives.

It's not unusual for parents to ask their children what they were thinking when their behavior seems inexplicable. 

 Autistic children, like all children, have thoughts and experiences even before they develop language skills. However, the way they think and process information may be different from typically developing children. Here are a few key points to understand about how autistic children think before they have language:

Sensory and Perceptual Thinking: 
Autistic children often have heightened sensory experiences. They may process sensory information in a more intense or detailed manner than neurotypical individuals. This sensory-focused thinking can influence how they perceive and interact with the world around them.

Visual Thinking: 
Many autistic individuals think in a visual and concrete manner. They may rely heavily on visual information, such as images, patterns, or objects, to understand and make sense of their experiences. Visual thinking can help them form associations, remember details, and solve problems.

Detail Orientation: 
Autistic children often pay close attention to details and may have a strong ability to notice patterns or inconsistencies that others may miss. They may focus on specific aspects of a situation or object, which can contribute to their unique perspective and problem-solving abilities. They may show a talent for assembling puzzles, spatial analysis, and physical relationships. 

Systemizing Thinking: 
Autistic individuals often have a strong inclination towards systemizing thinking. They may be drawn to organizing, categorizing, and analyzing information or objects. This systematic approach to thinking can contribute to their strengths in areas such as math, technology, or pattern recognition.

Concrete Thinking: 
Before developing language skills, autistic children may rely on concrete thinking, which is focused on immediate and tangible experiences. Abstract concepts or hypothetical scenarios may be more challenging for them to grasp. Providing concrete examples and visual supports can aid their understanding and communication.

Emotional and Sensory-Based Thinking: Autistic children may have intense emotional experiences and rely on sensory information to process and express their emotions. They may associate certain sensory stimuli with specific emotions or have difficulty articulating their feelings verbally.

It is important to note that these characteristics may vary among individuals on the autism spectrum, and each child is unique in their thinking patterns and cognitive strengths. As language skills develop, autistic children can gradually incorporate language into their thinking processes, which can enhance their ability to express and organize their thoughts.
Teaching alternative communication skills like sign language can help with the development of expanded thinking patterns. 

Understanding and appreciating these different thinking styles can help parents, educators, and caregivers provide appropriate support and communication strategies to effectively engage with autistic children during their preverbal stages.