Establishing Diganostic Criteria: The Role of Clinical Pragmatics

Cummings, Louise

doi:10.1515/lpp-2012-0005

Cited by 25 publications

(6 citation statements)

References 42 publications

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“…There is no more pressing application than that clinical pragmatics can play a significant role in the many diagnostic challenges that confront us in medicine and elsewhere. This new application will be examined in brief in this section, and is developed at length elsewhere (Cummings 2012). Speech-language pathologists have used pragmatic features of language for some time to diagnose primary pragmatic disorders 2 and to set these disorders apart from other conditions with which there appears to be some diagnostic overlap.…”

Section: The Road Ahead For Clinical Pragmaticsmentioning

confidence: 99%

“…But for that role to be fully realized, pragmatic criteria must have greater diagnostic reach than just this one condition. Initial analysis suggests that this is indeed the case (Cummings 2012). Symptoms of inattention and hyperactivity-impulsivity in ADHD can also undergo the type of pragmatic analysis that has just been conducted in relation to schizophrenia.…”

Section: The Road Ahead For Clinical Pragmaticsmentioning

confidence: 99%

“…This extends beyond the role that pragmatic language features currently fulfil in the diagnosis of primary pragmatic disorders such as social communication disorder. Instead, it will be argued in section 1.5 that pragmatic features can also serve a role in the diagnosis of conditions such as dementia and schizophrenia (Cummings 2012). This represents a new departure for clinical pragmatics into nosology and diagnosis.…”

Section: Introductionmentioning

confidence: 99%

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Pragmatic Disorders in the Twenty-First Century

Cummings

2021

Handbook of Pragmatic Language Disorders

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In forty years, pragmatics has moved from a position of relative obscurity in the study of language disorder to become an area of central interest to clinicians and researchers in speech-language pathology. Several factors have contributed to the growing prominence of pragmatics in a clinical context. They include the recognition of pragmatics as a branch of linguistics on an equal footing to disciplines like syntax and semantics, the realisation that many clients have intact structural language skills but still communicate inadequately, and the development of better techniques for the assessment and treatment of individuals with pragmatic language impairments. The emergence of clinical pragmatics has resulted in many achievements, not least for the management of children and adults with pragmatic disorders.But we would do well not to assume that these achievements will simply continue in the years to come. For the substantial present-day gains of clinical pragmatics to be extended into the future, new directions for research need to be explored. In this chapter, I reflect on the form that these directions might take, and consider the clinical populations and issues that might concern speech-language pathologists in the years ahead. In thinking about new priorities in clinical pragmatics, the chapter considers how disciplines such as neuropsychology and psychiatry will have an increased role to play in our understanding of pragmatic disorders.The chapter will also address a growing diagnostic role for pragmatic language impairments in the management of clients with psychiatric disorders and conditions such as dementia. If these new directions prove to be correct, the first forty years of clinical pragmatics will have prepared the ground for many more years of fruitful intellectual and clinical inquiry in pragmatics.

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Section: The Road Ahead For Clinical Pragmaticsmentioning

confidence: 99%

Section: The Road Ahead For Clinical Pragmaticsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pragmatic Disorders in the Twenty-First Century

Cummings

2021

Handbook of Pragmatic Language Disorders

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“…Each of the clinical disorders examined in this section demonstrates that pragmatic competence is a complex construct, with skills and deficits that are mediated by cognitive, linguistic and other factors (see Cummings (2017b) for further discussion of these disorders). Although a complete theory of pragmatic competence is beyond the scope of this chapter, and may not be an intelligible form of enquiry in any event (Cummings 2012b(Cummings , 2012c(Cummings , 2014d, some remarks about theory construction are warranted. To make our task a manageable one, only theories of one of the cognitive components of pragmatic competence will be addressed in the remainder of the chapter.…”

Section: Dementiasmentioning

confidence: 99%

19. Pragmatic competence in Down syndrome

Cummings¹

2020

Developmental and Clinical Pragmatics

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states to the minds of others (i.e. theory of mind). One mental state in particularcommunicative intentions -is integral to communication between speakers and hearers. The result will be a wide-ranging account of some of the pragmatic disorders which will be examined in detail in later chapters. Pragmatic breakdown in the communication cycleBy any standard, human communication is a remarkable achievement. A complex array of sensorimotor, linguistic and cognitive skills must come together in seamless unison to make this achievement possible. For the most part, these skills work well and the result is an effortless exchange of linguistic utterances between speakers and hearers. However, when one or more of these skills is disrupted or does not develop along normal lines, the effect can be a quite devastating loss of one of our most important capacities. In this section, the different stages in the human communication cycle will be examined from a pragmatic perspective. The aim will be to identify specific points in this cycle where disruption of pragmatic language skills has an adverse effect on one's capacity to communicate. A further aim of this examination will be to introduce the many and varied ways in which pragmatics is disrupted in children and adults with clinical disorders in advance of a detailed examination of some of these disorders in subsequent chapters. We begin with a brief overview of the eight stages or phases that are integral to human communication and are depicted in Figure 1.

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“…Penelitian ini termasuk jenis penelitian pragmatik, khususnya pragmatik klinis. Ada catatan penting dikemukakan oleh Cummings (2012) bahasa penelitian klinis terhadap autisme memiliki misi emansipasi (pemberdayaan) terhadap kelompok individu yang sering dipandang sebagai anggota masyarakat yang "tidak normal". Teknik pengumpulan data yang digunakan penelitian ini adalah (1) observasi; yang meliputi perekaman dan pencatatan lapangan, dan (2) wawancara.…”

Section: Metodeunclassified

Respon Tutur Siswa Autis Terhadap Tutur Direktif Guru Dalam Interaksi Pembelajaran Di Kelas

Robiah

Ibrahim

Rofi'uddin

2016

jbs

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Abstract:The aim of this study is to describe the form, function and response strategies from autistic studentson the teachers' directive in the classroom. This study used a case study. The results showed that there are two categories of the students' spoken responses: (1) speech production in the form of assertive, directive, commissive and expressive; and (2) the speech responses are based on the senses including auditory, visual and emotions. In addition, the function of the students' responses is categorized into two: (i) the effect of speech production in terms of complaining, agreeing, asking, stating something, thanking, apologizing, asserting, reporting, mentioning and offering; and (ii) the students' responses as the effect of the teachers' directive speech acts. Furthermore, the students' response strategies are divided into two categories, namely: (i) internal and external factors, and (ii) the delivery of the students' responses.Keywords: teachers' directive, autistic students, students' responses.Abstrak: Tujuan penelitian ini adalah mendeskripsikan wujud, fungsi, dan strategi respon tutur siswa autis terhadap tutur direktif guru dalam interaksi pembelajaran di kelas. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus. Hasil penelitian menunjukkan bahwa wujud respon tutur siswa memiliki dua kategori, yakni (a) pemroduksian wujud respon tutur meliputi respon asertif, direktif, komisif, dan ekspresif; dan (b) pembagian jenis respon tutur menurut indera yang mengamati, yaitu respon auditif, visual, dan perasa. Fungsi respon tutur siswa ditemukan dalam dua kategori, yaitu (a) fungsi pemroduksian respon meliputi fungsi mengeluh, menyetujui, menanyakan, meminta, menyatakan sesuatu, menunjukkan, mengucapkan terima kasih, meminta maaf, menegaskan, melaporkan, menyebutkan, dan menawarkan; dan (b) pemrosesan terjadinya respon disebabkan oleh sebuah aksi dari guru sehingga menimbulkan reaksi dari siswa.Kata Kunci: respon tutur, tutur direktif, tutur siswa autis, respon tutur siswa.Teori tindak tutur berfokus pada tindak komunikatif berbentuk ujaran. Habermas (dalam Cummings, 2007:284) menggunakan tindak tutur dalam analisisnya terhadap pragmatik universal. Menurutnya, bahasa melakukan tiga fungsi pragmatik, yaitu fungsi representatif, fungsi ekspresif, dan fungsi interaktif. Ketiganya dalam teori tindakan sosial diselaraskan dengan yang disampaikan Austin dan Searle terhadap konsep tindak tutur yang meliputi tiga tindak, yaitu tindak lokusi, ilokusi, dan perlokusi. Teori tindak tutur menempatkan

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Establishing Diganostic Criteria: The Role of Clinical Pragmatics

Cited by 25 publications

References 42 publications

Pragmatic Disorders in the Twenty-First Century

Pragmatic Disorders in the Twenty-First Century

19. Pragmatic competence in Down syndrome

Respon Tutur Siswa Autis Terhadap Tutur Direktif Guru Dalam Interaksi Pembelajaran Di Kelas

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