Pragmatic language skills in people with intellectual disabilities: A review

Abstract

This paper provides a review of relevant research concerning the development and use of spoken pragmatic language skills by people with intellectual disabilities. The development of pragmatic language skills in childhood, the use of such skills in adulthood, and links between pragmatic language use and quality of life are discussed. Despite the variety of participants and methodologies used, research findings are broadly consistent. First, people with intellectual disabilities can and do acquire basic pragmatic language skills, although more subtle aspects of conversational competence are less commonly displayed. Second, the communicative environments of children and adults with intellectual disabilities appear to inhibit the acquisition and display of pragmatic language skills. Third, different service settings can have an impact on the pragmatic skills of people with intellectual disabilities. Fourth, intervention programs can improve the pragmatic language skills of people with intellectual disabilities, although maintenance and generalisation of such skills is uncommon. Fifth, the quantity and quality of conversations between people with and without intellectual disabilities has an impact on the broader quality of life of people with intellectual disabilities. The implications of these findings for further research are discussed.