Child Pragmatic Language Research Articles

The effect of teacher education supported through consultation on acquisition communication skills in children with autism spectrum disorder

The purpose of this paper is to measure the effects of the consultation method that includes teaching and practicing the mand-modelling technique to teachers and parents to improve the communication skills of children with autism. Multiple probe design, which is one of the single-case research designs, was used in the study. The findings of this research show that families with children with autism can be successful in improving their children’s limited verbal communication skills through receiving training in milieu teaching techniques that parents receive from their children’s teachers and perform in parallel with their teachers. The results showed that using the consultation method to teach the mand-modelling technique to special education teachers by ensuring that the family participates in the education is effective in developing pragmatic language in children with autism.

Pragmatic Language in Children with Down Syndrom: A Systematic Review

Abstract Background: Down syndrome (SD) is the most common genetic disorder and the easiest to identify. SD or better known as the genetic disorder trisomy, where there is an extra chromosome on chromosome 21. Objectives: Analyzing pragmatic abilities in Down Syndrome children and learning materials in writing scientific research as well as providing additional information regarding pragmatic abilities in Down Syndrome children. Methods: The research carried out is a systematic review research. This research uses data from previous research. A quantitative systematic review combines findings from various independent studies, and produces a statistical summary of those findings (Last, 2001 in Murti, 2018). Results: Down syndrome children show conditions of intellectual problems that are continuous with language problems. Where cognitive abilities are the main capital in communication. Conclusion: Semantic-pragmatic communication abilities create core impairments in the narratives of children with Down syndrome. Pragmatic difficulties and deficits in global executive function when compared with children with other typical development.. Keywords: Pragmatic Language, Dwon syndrome, Systematic review

Marital Conflict and Children’s Problem Behaviors: A Focus on the Mediating Effect of Children’s Pragmatic Language

Objectives: This study aims to identify the relationship between marital conflict, children’s problem behaviors, and children’s pragmatic language.Methods: This stuydy used data on 569 children and their parents from the 11th and 12th Panel Study on Korean Children (PSKC). The collected data were analyzed using SPSS 25.0 and AMOS 23.0 with Cronbach’s α, Pearson’s partial correlation, frequency analysis, descriptive statistics, an independent samples t-test and multiple regression analysis. Path analysis was used to analyze the short-term longitudinal relations among marital conflict, children’s pragmatic language, and children’s problem behaviors. Bootstrapping was used to examine the mediating effect using AMOS 23.0.Results: The major results of this study are as follows. First, marital conflict (T1) was positively correlated with children’s internalizing problem behavior (T2) and externalizing problem behavior (T2), but was negatively correlated with children’s pragmatic language (T1). Second, children’s pragmatic language was negatively correlated with children’s problem behaviors. Third, marital conflict (T1) was found to exert an influence on children’s pragmatic language (T1) and children’s problem behaviors (T2). Finally, the relationship between marital conflict (T1) and children’s problem behaviors (T2) was mediated by children's pragmatic language (T1).Conclusion: According to this study, marital conflict and children’s pragmatic language in Time 1 need to be considered to explain the level of children’s problem behavior in Time 2. The results are discussed in terms of early interventions for children’s social and emotional development.

Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review.

BackgroundIt is widely acknowledged that children with developmental language disorder (DLD) predominantly have difficulties in the areas of grammar and vocabulary, with preserved pragmatic skills. Consequently, few studies focus on the pragmatic skills of children with DLD, and there is a distinct lack of studies examining the effectiveness of pragmatic interventions.AimsTo carry out a systematic review of the literature on pragmatic interventions for children with DLD.Methods & ProceduresThis systematic review was registered with PROSPERO (ID = CRD42017067239). A systematic search in seven databases yielded 1031 papers, of which 11 met our inclusion criteria. The included papers focused on interventions for children with DLD (mean = 3–18 years), enhancing oral language pragmatic skills, published between January 2006 and May 2020, and were based on a group‐study design such as randomized control trial or pre‐post‐testing. Study participants were monolingual speakers. The quality of papers was appraised using the Cochrane Risk of bias tool for randomized controlled trials.Outcomes & ResultsThere was a high degree of variability between the included intervention studies, especially regarding intensity, intervention targets and outcomes. The evidence suggested that pragmatic intervention is feasible for all models of delivery (individual, small and large group) and that interventions for pragmatic language are mostly focused on encouragement of conversation and narrative skills observed through parent–child interaction or shared book‐reading activities.Conclusions & ImplicationsThis study highlights the importance of promoting and explicitly teaching pragmatic skills to children with DLD in structured interventions. A narrative synthesis of the included studies revealed that in addition to direct intervention, indirect intervention can also contribute to improving oral pragmatic skills of children with DLD.What this paper addsWhat is already known on the subject? An increasing number of studies have shown that difficulties in acquiring pragmatic language is not only present in children with autism. What this study adds to existing knowledge? Interventions for pragmatic language in children with DLD are mostly focused on encouragement of conversation and narrative skills, very often through parent–child interaction or shared book‐reading activities. Interventions that target language pragmatic are feasible for all models of delivery (individual, small and large group). What are the potential or actual clinical implications of this work? The efficacy of the existing studies varies, and it is difficult to give recommendations regarding the intensity and duration of the specific intervention. In addition to offering pragmatic intervention directly from a specialist, pragmatic interventions can also be carried out indirectly if the intervention is under the continuous supervision of a specialist.

The profile of pragmatic language impairments in children with ADHD: A systematic review.

This systematic review synthesizes the empirical literature examining pragmatic language in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a taxonomy of pragmatic language, we compared the pragmatic language profiles of children with ADHD to those of typically developing (TD) children and children with autism. Three databases were searched up to October 2019: PsychInfo; PubMed; and CSA Linguistics and Language Behavior Abstracts. We included 34 studies reporting on 2,845 children (ADHD = 1,407; TD = 1,058; autism = 380). Quality and risk of bias assessments included sample size and representativeness; measure reliability and validity; and missing data management. Children with ADHD were found to have higher rates of pragmatic difficulties than their TD peers. Specific difficulties were identified with inappropriate initiation, presupposition, social discourse, and narrative coherence. Children with ADHD appear to differ from those with autism in the degree of their pragmatic language impairments. General language skills contribute to, but do not explain, pragmatic difficulties in samples of children with ADHD. Though the extant evidence is limited, a preliminary profile of the pragmatic language impairments in children with ADHD is indicated. This supports a call for evidence-based interventions that include pragmatic language skills training.

Early Intervention, Parent Talk, and Pragmatic Language in Children With Hearing Loss.

BACKGROUND AND OBJECTIVES:Pragmatic language skills form the foundation for conversational competence, whereas deficits in this area are associated with behavioral problems and low literacy skills. Children who are deaf or hard of hearing demonstrate significant delays in this critical area of language. Our purpose with this research was to identify variables associated with pragmatic language ability in children who are deaf or hard of hearing.METHODS:This was a longitudinal study of 124 children with bilateral hearing loss between 4 and 7 years of age living in Colorado. As part of a comprehensive speech and language assessment, pragmatic language skills were evaluated annually by using the Pragmatics Checklist.RESULTS:The children’s pragmatic skills increased significantly with age. Higher levels of pragmatic language ability at 7 years of age were predicted by (1) meeting Early Hearing Detection and Intervention 1–3–6 guidelines (hearing screening by 1 month, identification of hearing loss by 3 months, and receiving intervention by 6 months of age), (2) greater quantity of parent talk, (3) higher nonverbal intelligence, (4) lesser degrees of hearing loss, and (5) higher maternal education.CONCLUSIONS:With the findings of this study, we underscore the importance of pediatricians and other health care professionals counseling parents about the value of adherence to the Early Hearing Detection and Intervention 1–3–6 guidelines with regard to intervention outcomes. The strong association between amount of child-directed parent talk in the first 4 years of life and pragmatic language outcomes at 7 years of age emphasizes the need for professionals to encourage parents to talk to their children as much as possible.

Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role?

Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed thepotential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC.

Relationship Between Executive Functions and Pragmatic Language in Children With Autism Spectrum Disorders

Relationship Between Executive Functions and Pragmatic Language in Children With Autism Spectrum Disorders

A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism.

PurposeThis randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism.MethodsA sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention.ResultsPOM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001–0.05, d = 0.49–0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up.ConclusionFindings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.

The feasibility and appropriateness of a peer-to-peer, play-based intervention for improving pragmatic language in children with autism spectrum disorder

Purpose: This study trialled a play-based, peer-to-peer intervention with children with autism spectrum disorder (ASD) to identify suitable instruments for measuring changes in pragmatic language following the intervention, and evaluate preliminary effectiveness. It also aimed to investigate the appropriateness of the intervention for participants.Method: Ten children with ASD, their typically developing peers, and parents participated. The Pragmatics Observational Measure (POM), Social Emotional Evaluation (SEE) and Profiling Elements of Prosody in Speech Communication (PEPS-C) measured the participant’s social communication skills before, after, and 2-months following the intervention. Parent interviews were conducted two months after the intervention and responses were analysed using a thematic approach.Result: Children demonstrated gains in pragmatic language on the POM (χ2(3) = 11.160, p = 0.011) and related higher-level language on the SEE (χ2(2) = 6.686, p = 0.035). The PEPS-C did not produce any significant results. Parent interview responses indicated the intervention was appropriate for the children and families involved.Conclusion: The intervention warrants further investigation of effectiveness with a more robust research design. Consideration should be given to using observational measures of pragmatic language away from the clinic environment to evaluate generalisation, and future development of the intervention might consider variations in playmates and group size.

Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors.

Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants were 159 young children (4-7 years old) with ASD and their mothers. Utilizing structural equation modeling we examined associations among structural language, pragmatic language, anxiety symptoms, and externalizing behaviors. Pragmatic language, was inversely related to child anxiety and co-occurring externalizing behaviors. Structural language skills positively predicted child anxiety. These findings suggest that children with ASD may be at heightened risk for anxiety and externalizing disorders due to their pragmatic language deficits.

指示詞コ・ソ・アの理解からみた自閉症児の語用論的機能の特徴

指示詞コ・ソ・アの理解からみた自閉症児の語用論的機能の特徴

Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review

Diagnostic criteria for attention deficit hyperactivity disorder (ADHD) suggest a range of difficulties in the pragmatic aspects of language, including excessive talking and interrupting others. Such difficulties have been periodically reported over several decades in studies on the language abilities of children with features of ADHD, yet a comprehensive review of the literature has been lacking. This review aims to integrate evidence from several lines of research from 1979 to the present on pragmatic language difficulties in children with ADHD or symptoms of ADHD. A comprehensive search of empirical literature on pragmatic language in children with ADHD or symptoms of ADHD was conducted using PsycINFO and PubMed databases and through following up relevant references cited in articles. Literature was reviewed with respect to the nature and extent of pragmatic language difficulties in ADHD. Thirty studies met the review inclusion criteria, including recent questionnaire studies, observational studies of children's communication patterns, and studies of higher-level language comprehension and production. The studies indicate a consistent profile of pragmatic language impairments in children with features of ADHD, particularly in the areas of excessive talking, poor conversational turn-taking, and lack of coherence and organization in elicited speech. Pragmatic language difficulties are common in children with features of ADHD. These difficulties are consistent with deficits in executive function that are thought to characterize ADHD, thus providing some support for the theory that executive function contributes to pragmatic language competency. As yet there is very little empirical evidence of specific relationships between particular aspects of pragmatic language and particular domains of executive function. Given the importance of pragmatic language competency for children's social and academic functioning, pragmatic language abilities should be considered during clinical assessment for ADHD and targeted for intervention.

A Longitudinal Study of Pragmatic Language Development in Three Children with Cochlear Implants

Research has shown how cochlear implants (CIs), in children with hearing impairments, have improved speech perception and production, but very little is known about the children's pragmatic language development. During a 4-year longitudinal study of three children with CIs, certain aspects of pragmatic language development were observed in free social peer interaction. Observations were analysed both quantitatively and qualitatively. Some of the analysed aspects were speech intelligibility, auditory performance, turn-taking, response, repair, and gaze behaviour. The three children improved their speech intelligibility and auditory performance during the 4 years, but they continued to have difficulties with pragmatic language usage. Included in this study are explanations of pragmatic language difficulties among some children with CIs and other related issues as peer interaction, theory of mind, psychosocial wellbeing, and self-efficacy. Some children with CIs may face pragmatic language difficulties; therefore, supporting a child's pragmatic language development could be conducive to their social and linguistic development.

Preliminary Study on Devemoping Test Items of Children's Pragmatic Language Checklist

Preliminary Study on Devemoping Test Items of Children's Pragmatic Language Checklist

Measuring Pragmatic Language in Children with Developmental Dysphasia: Comparing Results of Arabic Versions of TOPL-2 and CELF-4 (PP and ORS Subtests)

The purpose of this research was to compare the results of the Arabic TOPL-2 as a psycholinguistic-marker that measures the ability of individuals with developmental dysphasia DD and the results of both the Pragmatics Profile PP and Observational Rating Scale ORS subtests from CELF-4. The method was that twenty-seven children and adolescents (F: 13, M: 14) diagnosed with delay language disorder DLD (n: 14), SLI (n: 7), language delay LD (n: 3), hearing impairment HI (n: 2) and mental retardation MR (n: 1) and who were (6-14) years old completed the two tests mentioned above. The results indicated that while the Arabic TOPL-2 identified 24 of the 27 children and adolescents with developmental dysphasia as pragmatically impaired, the Arabic CELF-4 identified only 22 in the PP and 13 in the ORS. It was concluded that a significant strength of the TOPL-2 was its measurability compared to the inclusiveness characteristic of CELF-4 subtests. Moreover, the formal battery emphasizes linguistic pragmatics more strongly than the informal battery, which includes linguistic and nonlinguistic pragmatics.

Can You Say It Another Way? Cognitive Factors in Bilingual Children's Pragmatic Language Skills

Pragmatic differentiation in bilinguals is the ability to use two languages appropriately with different speakers. Although some sensitivity emerges by 2 years, the effects of context on these skills and their relation to other developing metacognitive capacities have not been examined. The current study compared the language use of 28 bilingual children (aged 2;7 to 3;10 and 4;1 to 4;11) across two tasks. All children were bilingual in English and Marathi, an Indian language. Theory of mind measures were included to assess whether developing cognitive capacities relate to pragmatic language ability. Results indicated that pragmatic differentiation is not an all-or-none ability but one which develops during the preschool years and varies based on the conversational context. This development is also related to metacognitive abilities which emerge during this time.

指示詞コ・ソ・アの表出からみた高機能自閉症児における語用論的機能の特徴

指示詞コ・ソ・アの表出からみた高機能自閉症児における語用論的機能の特徴

Conversational influences on young children's responses to misleading questions

The present study investigated the degree to which young children's suggestible responses were related to their pragmatic language ability. In Experiment 1, forty-seven 5- and 6-year-olds were read a short picture story followed the next day by a postevent synopsis that included both consistent and misleading details about the original story. Six days later, a suggestibility effect was evident with responses to questions about the details that had been misled being less accurate than to those about details not misled. Although age significantly correlated with this effect, the relationship was not significant after controlling for the children's pragmatic language ability. The procedure in Experiment 2 was identical with the exception that the thirty-nine 5- and 6-year-olds were questioned in a format that made explicit the intended reference point of the interrogation. A suggestibility effect was now not evident nor was accuracy related to age. Taken together, these results support the position that young children's suggestibility requires a consideration not only in terms of suggestible memories but also in terms of suggestible responses that can result from incorrectly interpreting the intended message of an experimenter's questions.