The chapter describes the possibilities of involving a speech-language therapist in the assessment of the pragmatic level of communication in autism spectrum disorders (ASD), where one of the most frequently impaired areas is communication pragmatics. These difficulties lead to a disruption of social interaction, which might be one of the obstacles to speech-language intervention in these children. The text is based on an originally developed testing material aimed at selected pragmatic-oriented communication situations relating to everyday activities and real life. Based on a comparison of domestic and international resources in this area, as well as mediated and own empirical experience, our assessment approach is based on the conclusion that pragmatics can be understood in different contexts and perspectives. The text presents the results of a partial survey comparing the performance of children with ASD and children with typical development. The assessment focused on the children's election of the correct picture of a pair of pictures that represent usual communication and social situations. The results of the research suggest fewer incorrect responses in children with ASD and in different areas compared with children with typical development. However, the results of a qualitative analysis indicate a necessity to expand the assessment of communication pragmatics by adding an individually specific qualitative analysis of children's performance.

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Kognitivní funkce bývají zasaženy při jakémkoli poškození mozku-úrazovém, neúrazovém i neurodegenerativním. Cílem příspěvku je poukázat na multifunkcionální interkonektivní náhled na poruchu jazyka-afázii-a tím rozšířit možnosti v terapii této narušené komunikační schopnosti. Afázie je popisována ve vztahu k exekutivním funkcím, pozornosti a paměti, zejména je popisován negativní vliv těchto poruch na terapii afázie.

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