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Pragmatic Puzzle PPT Practical Solutions for Evaluation And 12/20/2011 Texas Speech-Language-Hearing Association Conference 2012 Michelle Fleckenstein MS, CCC-SLP and Lani Popp MS, CCC-SLP Pragmatic language is the ability to use The American Speech and Hearing language appropriately in social situations Association (ASHA) states that Pragmatic language involves THREE “Pragmatics is a system of rules governing appropriate use of langgguage for the communicative context and includes turn-taking, top ic major skills: management, eye contact and social interaction.” (Griffith and Ripich, 1999) 1.Using language for different purposes 2. Changing language according to the “…a social pragmatic language sample, ……….is a descriptive observation of a student’s functional language use.” (Winner, 2007) needs of a listener or situation “Pragmatic language is the piece of communication that goes beyond 3. Following rules for conversations and language in terms of isolated word meaning and structures of grammar, and the ability to use language effectively in interpersonal situations. storytelling When these communication behaviors are absent or used inappropriately, the user is penalized in a conversation.” (Vaughan, 2008) Pragmatic language was first used by Rapin and 1.Difficulties using language for a purpose including Allen in 1983 to describe semantic-pragmatic greetings, informing, demanding, promising, requesting. syndrome 2. Ability to change or modify language including how one speaks to different audiences, providing context or Alan Leslie and Simon Baron-Cohen, 1985 , THEORY background information, modifying or changing how you OF MIND- Theory of mind refers to the relatively speak in different environments or situations. unique ability of humans to understand: (1)that I 3. Difficulties following rules for conversation or discourse have a mind, (2) that you have a mind; and most Including turn taking, topic maintenance, clarifying as importantly, (3) that our minds may not know or needed, use of paralinguistics ( nonverbals, tone of voice, be feeling the same things. facial expressions) proximity. McEvoy, Rogers, Pennington, 1993, Executive function theory Michelle Garcia Winner (2008)– Social Thinking 1 12/20/2011 4. Eye contact Texting and emails have become the 5.Inferencing, Non-Literal and abstract language difficulties. Humor and sarcasm often impacted. preferred choice of teenagers for 6. Inflexibility and difficulties with multiple interpretations communication. in situations 7. Difficulty using and interpreting Prosodic features of language- the nonverbal but vocal aspects of speech (pitch, intonation, stress, speed, volume) that contribute How will this effect their to meaning development of more complex pragmatic skills? Diagnostic criteria for each of the following disorders can be found in the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) , as defined out by the American Psychiatry Association 1. Semantic Problems- very literal. 1. No Semantic Problems 2. Failure to develop speech or early language delays. Echolalia, obsessive questioning and ritualistic use of 2. No early language delays. language in some. 3. Problems with eye contact. 3. Abnormal responses to environmental objects and events, 4. Sociallyy,yg awkward, difficulty making friends. such as foo d, lou d noises and moving objec ts. 4. Difficulty with pretend play 5. Lacks Empathy 5. Lacks Empathy, appears uninterested in making friends 6. Difficulty with pretend play 6. Lack of Eye contact 7. Restricted, stereotypical range of interests 7. Inability to relate to people, including members of the child's own family, from the beginning of life. 8. No real spatial or fine motor problems 8. Restricted, stereotypical range of interests 2 12/20/2011 1. Semantic Problems – may have syntax and 1. No Semantic Problems morphology, but not meaning. “cocktail 2. NO early language delays. language 3. Fair to Good eye contact. 2. Some early language delays. 4. Social, appears interested in making friends. 3. Fair to Good eye contact. 5. Empathetic 4. Social, appears interested in making friends. 6. Trouble integrating non-verbal communication 5. Empathetic with verbal communication to achieve full social interaction 6. Can engage in pretend play 7. Some restricted stereotypical range of interests 7. Some restricted stereotypical range of 8. Spatial Problems interests 9. Gross and fine motor problems 1. No Semantic Problems 1.Fragile X is a family of conditions caused by a 2. No early language delays. mutation in the FMR1 ( Xq27) gene 3. Fair to Good eye contact. 2. Varied early language development, usually delayed. 4. Social,pp, appears interested in makin g friends. 2. Difficulty with eye contact. 5. Empathetic 4. Social awkward, but appears interested in 6. Trouble integrating non-verbal making friends. communication with verbal communication 5. Perseverative language to achieve full social interaction 6. Varying degrees of mental impairment 7. Some restricted stereotypical range of 7. Some restricted stereotypical range of interests interests 8. most common known cause of autism or 8. Fascination with written word "autistic-like" behaviors (5.5%) 1. Rare neurodegenerative disorder of girls. 1. No Semantic Problems 2. Apparently normal prenatal and perinatal development and apparently normal psychomotor development through the first 5 months after birth 2. No early language delays. 3. Severe language development problems 3. Fair to Good eye contact. 4. loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand 4. Social,,yg but can have difficulty making movements (e.g., han d-wriiinging or hdhand washi)hing) 5. unusual eye movements, such as blinking or closing one eye at a time. friends. 6. appearance of poorly coordinated gait or trunk movements 5. Empathetic, have trouble inhibiting their 7. severely impaired expressive and receptive language development with severe psychomotor retardation behavior long enough to show it 8. may become uninterested in other people, toys and their surroundings. 6. Poor reading of social cues 9. Over time, most children with Rett syndrome gradually regain eye contact and develop nonverbal communication skills. 8. Interrupt or change topic inappropriately 9. Not seem to listen when spoken to 3 12/20/2011 1.Difficulty hearing in the presence of ambient noise 1. No Semantic Problems 2. Difficulty following along or keeping up in conversations 2. No early language delays. 3. Do not hear inflections so they often miss or misinterpret prosodic component of language 3. single-minded pursuit of special interests 4. Difficulty following auditory instructions, especially multi- 4. Prefers being alone step instructions and Poor auditory memory 5. lack of empathy, emotional detachment 5. Speech delay from a young age 6. Often misinterprets what is said, but doesn't realize it's 6. increased sensitivity been misinterpreted 4. Some paranoia at times 7. Missed subtle social cues 8. May have difficulty with phonics and learning to read 10. Exhibits attention issues 11.May exhibit auditory distractibility 1.Can start out with normal language 1. No Semantic Problems development, followed by a severe progressive 2. No early language delays. decline (Landau Kleffer Syndrome) 2.nonverbal skills are left unaffected 3. Poor eye contact. 3.difficulties in coming up with words 4. Socially withdrawn, few friends. 4.Reduced attention or memory impairment 5. No elaborated conversations 5. Will not have a clear understanding of language 6. Prosody problems- monotone, flat affect use 7. Restricted facial expressions and body 6. Can misread other’s intentions gesture 7. Poor turn taking 8. Difficulty expressing feelings in words 8. Excessive or restrictive topic maintenance 9. Early acquired or genetic brain dysfunction 9. Poor skills in greeting, seeking attention, effecting right central hemisphere describing or commenting 1.Pragmatic issues often referred or thought of as Cognitive Many people who have pragmatic disorders Linguistic Problems fit in more than one of these groups. 2.Right Hemisphere damage does not typically lead to aphasia, Pragmatics alone should not be used to syntax or semantic problems. Expressive and Receptive Language usually intact or possibly mildly impaired. diagnose a disorder since so many similar 3.Difficulties with paralinguistics ( prosody, gestures, facial disorders have similar pragmatic issues. expressions) and discourse. Communication may seem unusual due to excessive speech, literal use and interpretations, Some stdttudents may have pragmatic inappropriate comments or use of confabulations, disconnected difficulties, but may not fit into any of the and rambling discourse. previous categories. 4.Individuals may focus on the insignificant details. They may not be able to infer or reason. Pragmatic problem can also be caused by 5.Individuals with Left Hemisphere damage may communicate abuse, neglect, prolonged hospitalization, better than they speak whereas those with Right Hemisphere damage SPEAK better than they communicate. lack of stimulation or learned helplessness 4 12/20/2011 Do pragmatically impaired people use emoticons? Publisher- Academic Communication Associates Publisher- LinguiSystems Cost-$17.95 for 30 forms Cost-$69.95 Age range- 3 and up Age range- 3 and up Time needed to Administer test- varies, can be given to Time needed to Administer test- varies, 45-90 minutes parent and/or teacher Addvavantages: relati vely inex pen si ve, pr ofi le cover s nine Advantages:
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