Pragmatic Language Skills of Children with Developmental Disabilities: A Descriptive and Relational Study in Turkey

2014 ◽  
pp. 109-122 ◽  
Author(s):  
Özlem Diken
Keyword(s):  
Developmental Disabilities ◽  
Language Skills ◽  
Pragmatic Language ◽  
Pragmatic Language Skills ◽  
Children With Developmental Disabilities

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

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

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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