The Role of New and Old Information in the Verbal Expression of Language-Disordered Children

Skarakis, Elizabeth; Greenfield, Patricia M.

doi:10.1044/jshr.2503.462

Cited by 22 publications

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“…Children with SLI evidence a number of conversational functions in their discourse, but considerable pragmatically motivated research demonstrates that they express these functions in atypical ways (Brinton, Fujiki, Winkler, & Loeb, 1986;Gallagher & Craig, 1984;Gallagher & Darnton, 1978;Leonard, 1986;Liles, 1987;Skarakis & Greenfield, 1982;Sleight & Prinz, 1985;Snyder, 1978). (Also, see Craig, 1991, for a recent discussion of this issue.)…”

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confidence: 99%

Social Skills of Children With Specific Language Impairment

Craig

1993

LSHSS

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Children with specific language impairment are at risk for social problems. This article discusses the available literature pertinent to understanding their peer relationships. In addition, a clinical case is provided to illustrate some of the socialinteractional difficulties described.KEY WORDS: social skills, language disorders, specific language impairment (SLI), peer relationships "That kid's strangely" (The words of one 7-year-old boy with normal language development to another boy of the same age with specific language impairment, just 11 minutes after meeting him for the first time.) 0 1993, American Speech-Language-Hearing Association 0161-146 1/93/2404-0206$01 .00/0 206 Downloaded From: http://lshss.pubs.asha.org/ by a Western Michigan University User on 03/27/2016 Terms of Use: http://pubs.asha.org/ss/rights_and_permissions.aspx

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confidence: 99%

Social Skills of Children With Specific Language Impairment

Craig

1993

LSHSS

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“…today, tomorrow), adverbs (e.g. Skarakis and Greenfield (1982) examined the marking of new and old information in the verbal expression of language-disordered children who were beyond the one-word stage. this, that), adjectives (e.g.…”

Section: Deixismentioning

confidence: 99%

11. Pragmatic disorders

Cummings¹

2012

Cognitive Pragmatics

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Pragmatic disorders have been an active area of clinical linguistic investigation for nearly forty years. During that time, the field has undergone considerable expansion and transformation, so much so in fact that it is doubtful if early investigators would even recognize the range of clinical populations and pragmatic phenomena that are now routinely investigated under its auspices. Notwithstanding the considerable research activity that has been directed towards the study of pragmatic disorders, there is much that has been problematic in the way investigators have examined these disorders. Clear theoretical frameworks and sound conceptual understanding have often been lacking from the investigations which have been undertaken. Studies have typically concentrated on particular clinical populations to the almost total exclusion of other populations. Certain pragmatic phenomena (e.g. speech acts and implicatures) have been extensively studied while other pragmatic behaviours (e.g. deictic and presuppositional phenomena) have been largely neglected. These various weaknesses in clinical pragmatic studies are not just academic points. For they have significant consequences in terms of how we assess and treat child and adult clients with pragmatic disorders (Cummings 2007a). There is thus an overriding clinical imperative to address these difficulties in a timely fashion. For our current purposes, we explore them in further detail with a view to delineating the content of the present chapter.For much of the relatively brief history of clinical pragmatics, the field has been characterized by a lack of theoretical direction and conceptual confusion concerning what constitutes a pragmatic disorder. Much of this conceptual disarray stems from a similar confusion within pragmatics itself about the scope of this discipline (Cummings 2007a). To the extent that workers in pragmatics have failed to circumscribe this field of study, it is unsurprising that clinical practitioners and researchers should display certain misunderstandings about the type of linguistic and non-linguistic impairments that can appropriately be called "pragmatic". Many studies of pragmatic disorders have also exhibited a grievous lack of theoretical direction. More often than not, studies have been undertaken simply because they can be done, rather than for their ability to address theoretically interesting questions. The reason so many clinical pragmatic studies have not been theoretically motivated is related in large part to the fact that the hitherto dominant philosophical approach to theorising in pragmatics is poorly equipped to characterize the cognitively oriented considerations that are at issue in pragmatic disorders (Cummings

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“…As early as the oneword stage, normally-developing children have been observed to successfully vary the degree of informativeness in their utterances (Skarakis & Greenfield, 1982;Snyder, 1976). DeHart and Maratsos (1984) added that basic presuppositional abilities can be observed even before the onset of spoken language.…”

Section: The Assessment Of Referential Communicationmentioning

confidence: 99%

“…Other investigators (Bunce, 1989;Donahue, 1984;Meline, 1978;Skarakis & Greenfield, 1982;Snyder, 1976;and Spekman, 1981) focused on the informativeness skills of specifically language-impaired (SLI) or learning-disabled children. The results of these investigations indicated that, while elementary-aged SLI children were less informative than their normally-developing, chronologically age-matched peers, they were considerably more informative than their younger, language age-matched cohorts, perhaps as the result of added years of communicative experience.…”

Section: The Assessment Of Referential Communicationmentioning

confidence: 99%

Assessing Referential Communication Skills

Lucas

Weiss

Hall

1993

Journal of Childhool Communication Disorders

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This article describes a method used to assess the degree to which school-aged children with communication disorders are competent with one aspect of referential communication, an important pragmatic skill. The focus of the article is on the development and use of a nonstandardized assessment probe that could have utility as part of a comprehensive diagnostic test battery for language disorders or for language therapy. Rationales for the use of nonstandardized probes, and results from presentations of the probe to a heterogeneous group of children with diagnosed communication disorders are discussed.

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The Role of New and Old Information in the Verbal Expression of Language-Disordered Children

Cited by 22 publications

References 0 publications

Social Skills of Children With Specific Language Impairment

Social Skills of Children With Specific Language Impairment

11. Pragmatic disorders

Assessing Referential Communication Skills

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