Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention

2016 ◽  
Vol 64 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Reinie Cordier ◽  
Natalie Munro ◽  
Sarah Wilkes-Gillan ◽  
Lydia Ling ◽  
Kimberley Docking ◽  
...  
Keyword(s):  
Language Skills ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

scholarly journals Pragmatic Language Skills: A Comparison of Children With Cochlear Implants and Children Without Hearing Loss

2019 ◽  
Vol 10 ◽  
Author(s):  
Michaela Socher ◽  
Björn Lyxell ◽  
Rachel Ellis ◽  
Malin Gärskog ◽  
Ingrid Hedström ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Language Skills ◽  
Pragmatic Language ◽  
Pragmatic Language Skills

scholarly journals Assessing language skills in adolescents with autism spectrum disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Diane King ◽  
Olympia Palikara
Keyword(s):  
Narrative Analysis ◽  
Language Skills ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Adolescents With Autism ◽  
Evaluative Language ◽  
Teachers And Parents ◽  
Adolescents With Asd

Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher report measure of pragmatics. The findings were that, although adolescents with ASD scored within the normal range on expressive and receptive language, their performance on narrative tasks revealed difficulties with both structural and evaluative language. It should be noted that both teachers and parents rated the pragmatic language skills of the young people with ASD as significantly lower than those of the typically developing group but parents were more likely than teachers to additionally identify difficulties in speech and syntax. The implications of these results for professionals in terms of assessing the language skills of adolescents with ASD and for the planning of appropriate intervention are discussed.

Training Pragmatic Language Skills through Alternate Strategies with a Blind Multiply Handicapped Child

1988 ◽  
Vol 82 (3) ◽  
pp. 109-112
Author(s):  
C.J. Evans ◽  
C.J. Johnson
Keyword(s):  
Language Acquisition ◽  
Language Skills ◽  
Handicapped Child ◽  
Pragmatic Language ◽  
Searching Behavior ◽  
Communicative Responses ◽  
Teaching Manual ◽  
Acquisition Strategies ◽  
Pragmatic Language Skills ◽  
Blind Children

A blind multiply handicapped preschool child was taught to respond appropriately to two adjacency pair types. Where Question - Answer and Comment - Acknowledgement. Training involved teaching manual searching behavior as an alternate strategy for visual searching in response to “where” questions. Echolalic responses to comments initially served only a turn-taking function but, through explicit modification, gradually evolved into more appropriate and communicative responses. The blind child's appropriate responses to trained adjacency pair types increased significantly over the 14-week treatment period. The success of this program augers well for future efforts to develop communication-based interventions that incorporate the alternate language acquisition strategies available to blind children.

Pragmatic Language Assessment in Williams Syndrome: A Comparison of the Test of Pragmatic Language—2 and the Children's Communication Checklist—2

2013 ◽  
Vol 22 (2) ◽  
pp. 198-204 ◽  
Author(s):  
Anne Hoffmann ◽  
Marilee A. Martens ◽  
Robert Fox ◽  
Paula Rabidoux ◽  
Rebecca Andridge
Keyword(s):  
Peer Relationships ◽  
Social Relationships ◽  
Williams Syndrome ◽  
Language Impairment ◽  
Language Skills ◽  
Pragmatic Language ◽  
Older Children ◽  
Pragmatic Language Impairment ◽  
Pragmatic Language Skills ◽  
Language Measures

Purpose Individuals with Williams syndrome (WS) are recognized as having a strong desire for social relationships, yet many of them have difficulty forming and maintaining peer relationships. One cause may be impairments in pragmatic language. The current study compared the assessment of pragmatic language skills in individuals with WS using the Test of Pragmatic Language—Second Edition (TOPL–2; Phelps-Terasaki & Phelps-Gunn, 2007) and the Children's Communication Checklist—Second Edition (CCC–2; Bishop, 2003). Method Twenty children and adolescents diagnosed with WS were given the TOPL–2, and their parents completed the CCC–2. Results The TOPL–2 identified 8 of the 14 older children (ages 8–16 years) as having pragmatic language impairment and all of the 6 younger children (ages 6–7 years) as having such. In comparison, the CCC–2 identified 6 of the 14 older children and 2 of the 6 younger children as having pragmatic language impairment. The older group also had a higher composite score than the younger group on the CCC–2. Conclusion The TOPL–2 identified significantly more participants as having pragmatic language impairment than did the CCC–2. The TOPL–2 may be more useful in assessing pragmatic language in older children than younger children. The results offer important preliminary clinical implications of language measures that may be beneficial in the assessment of individuals with WS.

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