Assessment of pragmatic difficulties and socio‐emotional adjustment in practice

Farmer, Marion; Oliver, Alice

doi:10.1080/13682820400027743

Cited by 23 publications

(25 citation statements)

References 56 publications

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“…Children gradually acquire a system of language use that takes various contextual factors into consideration in the conversation. Children, who fail to acquire and act according to the pragmatic rules of language use, have trouble in adapting to, and being integrated into the child group (Donahue & Prescott, 1988;Farmer & Oliver, 2004;Gottman, Gonso, & Rasmussen, 1975;Putallaz & Gottman, 1981).…”

Section: Introductionmentioning

confidence: 99%

Language competence and social focus among preschool children

Nærland

2011

Early Child Development and Care

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This study explores how various aspects of language competence are related to social focus among preschoolers. The study presented is based on video-recorded observation of 64 children, aged 11-61 months, during free play at their kindergarten. A measure of social focus in the preschool, regarded as an indicator of social status, was constructed based on the amount of positive and neutral contacts children received from their peers. The majority of the children were relatively seldom focused on by the others. From the transcription of the utterances, three measures of language competence were derived: a score to reflect the child's pragmatic skills, a score to reflect the range of categories the children have available in their characterisations of the world, and a score of mean length of utterance. All measures of language competence predicted social status when in combination with age. However, only the measure of pragmatic skills had an independent contribution to social focus when the variance of age was removed. When language competence is controlled for, age does not predict social status among preschool children. The relation between social focus in the kindergarten, age, and the three measures of language competence is discussed.

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Section: Introductionmentioning

confidence: 99%

Language competence and social focus among preschool children

Nærland

2011

Early Child Development and Care

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“…However, assessing pragmatics within a single environment such as a clinic or a classroom might be problematic as pragmatic function is by definition context dependent and difficulties within this area tend to be more apparent in everyday life than in structured test situations (Botting, 2004, Dewart & Summers, 1995Farmer & Oliver, 2005).…”

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confidence: 99%

Exploring Language Profiles for Children With ADHD and Children With Asperger Syndrome

et al. 2010

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Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children’s Communication Checklist Second Edition (CCC-2). Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study. Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS. Although a similar pattern appeared on most CCC-2 scales, children with ADHD and children with AS could be distinguished from each other in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. Conclusion: Language abilities should be taken into account when standard assessments of ADHD and AS are performed and before therapies are initiated.

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“…Children who fail to acquire and act according to the pragmatic rules of language have trouble adapting to or integrating into the preschool child-group (Donahue & Prescott, 1988;Farmer & Oliver, 2004;Putallaz & Gottman, 1981). Associations between pragmatic competence, social behaviour and social status in preschool years have been discussed in the previous reports from this study (Naerland, 2010;Naerland & Martinsen, 2010).…”

Section: Dialogue Skillsmentioning

confidence: 66%

Evaluating dialogue competence in naturally occurring child–child interactions

Nærland¹

2011

Early Child Development and Care

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Assessment of pragmatic difficulties and socio‐emotional adjustment in practice

Cited by 23 publications

References 56 publications

Language competence and social focus among preschool children

Language competence and social focus among preschool children

Exploring Language Profiles for Children With ADHD and Children With Asperger Syndrome

Evaluating dialogue competence in naturally occurring child–child interactions

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