Kyren Yore's List: pragmatic disorder

• A range of pragmatic, linguistic and cognitive assessments were performed,

• .2.1. Assessments of pragmatically related abilities

  Inferential and literal comprehension was assessed using a material from Bishop and Adams (1992; translated to Swedish by the two first authors). The children were asked to listen to two short stories, and were subsequently asked 14 questions after each story (in total 28 questions). 14 questions concerned the literal contents, and 14 questions required inferential processing.

  Story recall. For this purpose the Bus Story Test (BST) was used (Renfrew, 1997). The child is told the story whilst looking at each picture, and is subsequently asked to retell the story using the pictures as prompts. The narrative is recorded, transcribed orthographically and analysed for amount of original information included, number of subordinate clauses and mean sentence length of the longest five sentences. In this study only the results for information is reported.

  Children's Communication Checklist (CCC; Bishop, 1998). The CCC is a 79-item checklist assessing children's communication behaviour across 11 subscales, 5 of them constituting the pragmatic composite, i.e. the part of the CCC where the pragmatic ability is estimated. Parents and teachers were asked to complete CCCs separately. The Swedish CCC (Nettelbladt, Radeborg, & Sahlén, 2003) has Swedish norms, resulting in a Swedish cut-off at 140 (compared to the original at 132).

  2.2.2. Assessments of language ability

  Language comprehension. The Test for Reception of Grammar (TROG; Bishop, 1982) and the Peabody Picture Vocabulary Test - revised (PPVT; Dunn & Dunn, 1997) were used.

  Language production. Two Swedish tests were used; a phonology test (Hellquist, 1991 B. Hellquist, Fonemtest [Phonology Test], Pedagogisk Design, Malmö, Sweden (1991).Hellquist, 1991) and a test of grammar; Gramba (Hansson & Nettelbladt, 2004). On basis of the phonology test, the children were scored as having 0 = normal phonology, 1 = minor phonological problems, and 2 = major phonological problems.

•  Volume  43 (2010)    Volume 43, Issue  2 - selected
  pp. 77-160 (March-April  2010)    Volume  43, Issue 1
  pp. 1-76 (January-February 2010)  Volume  42 (2009)  Volume  41 (2008)  Volume  40 (2007)  Volume  39 (2006)  Volume  38 (2005)  Volume  37 (2004)
• Continuing Education
• Journal of Communication  Disorders
  
• Common factors in speech-language treatment:  An exploratory study of effective clinicians
  Pages  133-147
  
• Communication-based services for persons with  severe disabilities in schools: A survey of speech-language  pathologists

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• 5. Linguistic and non-linguistic profiles
• Pragmatic language impairment
• 7.1. Peripheral input

  7.2. Peripheral output

  7.3. Central processes
• based on clinical observation or empirical studies
• six profiles of language problems based on linguistic analyses of phonological, lexical, morphosyntactic or pragmatic abilities
• • need to read further
• Limits of the definition of SLI
• Proposed approach

• Pragmatic language impairment

  Children with pragmatic language impairment have problems using language appropriately in a given context. Their comprehension is overly literal and their answers lack coherence in conversation or narrative speech. These children do not compensate for their language difficulties by developing a rich repertoire of nonverbal communication. They share a number of features with high-functioning autistic children. Their profile on the HNTLA battery is erratic: on several sub-tests (e.g. bead patterns and memory of colours), they are very much better than the norm, while on other ones, based on semantic content (e.g. pictorial association, completion of drawings, picture analogies), they fail. Their performance on the other sub-tests is within the normal range.

• A framework for research and SLI evaluation

  A large body of literature links language deficits and non-linguistic abilities. We will use the results from that literature to propose a framework for research in the evaluation of SLI. We also wish to structure this framework and hope not to forget any possible avenues for research. For these reasons, we have tried to cover three main aspects of language: peripheral input, peripheral output and central processes.

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• Clinical pragmatics: An emergentist perspective

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• Pragmatic ability and disability as emergent phenomena

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• Semantic and pragmatic problems in specifically language impaired children: One  or two problems?

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• Pragmatic disorders: A question of direction

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• Interpersonal compensation for pragmatic impairments in Japanese children with  Asperger syndrome or high-functioning autism
• Pragmatics fragmented: the factor structure of the Dutch Children's  Communication Checklist (CCC)

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• Pragmatics in pre-schoolers with language impairments

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  The profiling of syntax and pragmatics in  aphasia

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• Elicited and spontaneous communicative functions and  stability of conversational measures with children who have pragmatic language  impairments

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• Language and pragmatic functions in school-age children on the autism spectrum

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• Appropriacy judgements and pragmatic performance

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• Pragmatic comprehension in secondary school-aged students with specific  developmental language disorder

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• Discourse analysis and pragmatics in the design of a conversation prosthesis

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• Communicative and linguistic development in preterm  children: a longitudinal study from 12 to 24 months
• Pragmatic language impairment and associated behavioural problems

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• Appraisal in student–supervisor conferencing: a linguistic analysis
• Aphasia and text writing
• Promoting Social Interaction for Individuals with Communicative Impairments

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• uitt, W., & Hummel, J. (2003).  Piaget's theory of cognitive development. Educational Psychology Interactive.  Valdosta, GA: Valdosta State University. Retrieved [date] from  http://www.edpsycinteractive.org/topics/cogsys/piaget.html
• Jean Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century. Piaget originally trained in the areas of biology and philosophy and considered himself a "genetic epistemologist." He was mainly interested in the biological influences on "how we come to know." He believed that what distinguishes human beings from other animals is our ability to do "abstract symbolic reasoning." Piaget's views are often compared with those of Lev Vygotsky (1896-1934), who looked more to social interaction as the primary source of cognition and behavior. This is somewhat similar to the distinctions made between Freud and Erikson in terms of the development of personality. The writings of Piaget (e.g., 1972, 1990; see Piaget, Gruber, & Voneche) and Vygotsky (e.g. Vygotsky, 1986; Vygotsky & Vygotsky, 1980), along with the work of John Dewey (e.g., Dewey, 1997a, 1997b), Jerome Bruner (e.g., 1966, 1974) and Ulrick Neisser (1967) form the basis of the constructivist theory of learning and instruction.

• Theory of Mind and Perspective Taking

• Eye Contact & Gaze