Development and Standardization of a Test for Pragmatic Language Skills in Egyptian Arabic: The Egyptian Arabic Pragmatic Language Test (EAPLT)

Khodeir, Mona Sameeh; Hegazi, Mona; Saleh, Marwa

doi:10.1159/000485656

Cited by 9 publications

(5 citation statements)

References 8 publications

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“…The PP and ORS are informal instruments used for the same purpose but filled in by parents of the children. They make a credible combination, allowing a triangular assessment of PLD and diagnosis of PLI [ 31 , 32 , 36 , 37 , 38 , 39 , 40 ]. The results are also consistent with the claim that the PLSI is a useful instrument for assessing PLD in both school and clinical settings, but it remains insufficient to make final decisions on the existence of PLI or required rehabilitation programs.…”

Section: Discussionmentioning

confidence: 99%

“…Previous efforts have been made to validate or construct instruments. These include the validation of the Test of Pragmatic Language (TOPL-2), the Pragmatics Profile and Observational Rating Scale subtests from the Clinical Evaluation of Language Fundamentals (CELF-4) using modern standard Arabic [ 39 , 41 ]; LUI [ 42 ] by [ 40 ]; and the developed instrument of the Egyptian Arabic Pragmatic Language Test (EAPLT) [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…For instance, in a study, the researchers compared the results of the Arabic Test of Pragmatic Language (TOPL-2)—as a psycholinguistic marker that measures the ability of individuals with Developmental Dysphasia (DD)—and the results of both the Pragmatics Profile (PP) and Observational Rating Scale ORS subtests from the Clinical Evaluation of Language Fundamentals (CELF-4) [ 31 ]. In another study, the researchers attempted to design a test to standardise an Egyptian Arabic Pragmatic Language Test (EAPLT) using linguistic and social questions and pictures to address specific deficit aspects in this language domain [ 32 ]. As such, the present study contributes to validating a version of the PLSI in Arabic for assessing PLD in school settings and diagnosing PLI in clinical settings.…”

Section: Introductionmentioning

confidence: 99%

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Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment

et al. 2022

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Objective: An individual’s articulation of pragmatic language development (PLD) signifies successful social interaction with others. Therefore, it is important to detect early pragmatic language impairment (PLI), whether as a primary disorder or as a symptom of other neurodevelopmental disorders. This study reports on validating the Arabic version of the Pragmatic Language Skills Inventory (A-PLSI). Methods: The PLSI was subjected to various validation stages before the A-PLSI was created. To assess PLD in preschoolers with and without psychiatric histories, 264 preschoolers were assessed in several cities in Saudi Arabia by their teachers and speech–language pathologists. Results: The results of this study included three key findings. First, the established psychometric features, including construct validity, criterion-related validity, and (confirmatory) factor analysis, all reported a high level of measurability to consider the A-PLSI a valid instrument for assessing PLD in school settings and diagnosing PLI in clinical settings. Second, the A-PLSI provided empirical evidence by identifying children with and without PLI, documenting their progress on pragmatic language ability, and distinguishing between preschool children in school and clinical settings. In addition, the A-PLSI approved the typical norm that the older the children, the higher their level of PLD: the data showed higher performance for children aged 6–7 compared to the lower PLD level of children aged 4–5. Conclusion: The present study contributes to the existing literature on PLD assessment in a school setting and PLI diagnosis in a clinical setting. More importantly, it adds a new validated tool to the few available instruments in Arabic to assess PLD and diagnose PLI in Arabian contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment

et al. 2022

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“…3. Pragmatic language assessment using the Standardized Egyptian Arabic Pragmatic Language Test "EAPLT" [19]. It assesses nonverbal, paralinguistic, and verbal skills.…”

Section: Language Evaluation Using the Modified Preschoolmentioning

confidence: 99%

The effect of age at time of cochlear implantation on the pragmatic development of the prelingual hearing impaired children

Khodeir

Moussa²,

Shoeib

2021

Egypt J Otolaryngol

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Background Pragmatics is the social use of language that draws on understanding human interactions in specific contexts and requires engagement with a communicative partner or partners. The hearing-impaired children are known to have a pragmatic language delay as hearing impairment deprived of exposure to natural communication interactions, in addition to the language delay they have. Since the age of implantation has emerged as an important predictor of language, hearing, and speech in children who use cochlear implants (CI), question aroused about the benefits of early cochlear implantation on pragmatic language development in those children. Thus, this study aims to compare the pragmatic language development of the prelingual hearing impaired children who cochlear implanted before the age of 3 years and those who cochlear implanted after the age of 3 years. Results The two study groups showed no significant differences regard their scores in the Egyptian Arabic Pragmatic Language Test (EAPLT). The two studied groups had pragmatic language scores below their 5th percentile. Among the studied groups, the scores of the EAPLT were positively correlated to the age of the children, the children’s language abilities, and the duration of the received language rehabilitation, with no significant correlation to the age of implantation. Conclusions The age of implantation has no impact on pragmatic language development in children with CI. The prelingual children with CI are susceptible to delays in the pragmatic language development that is primarily related to the age of those children and their language abilities, besides their experience in social interactions. These results should be considered in their rehabilitative plan and advocate the importance of early incorporation of pragmatic behaviors into their intervention programs.

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“…Assessment of pragmatic language skills by the Egyptian Arabic Pragmatic Language Test "EAPLT"(8):-The test targeted the age range 2 years, 1 month, 1 day to 9 years, 12 months, 31 days divided into 4 groups. The EAPLT is composed of 3 subsets: assessment of pragmatic language skills verbal skills), pragmatic functions (using language in a polite manner to convey one of the following speech acts/intents: the expressive, declarative, directive, request, and commissive functions), and pragmatic factors (expression of emotions and identifying good and bad manners).…”

mentioning

confidence: 99%

Social Skills Training for Arabic-speaking Pre-lingual Cochlear Implanted Children

Ahmed

Marzouk

Afsah

et al. 2022

Mansoura Medical Journal

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Background:The majority of intervention programs devised for Arabic-speaking cochlear implanted (CI) children focus mainly on improving their auditory, cognitive, and language skills while social skills were not directly targeted in interventions.Management of social skill deficits in CI children is important to prevent the negative impact of these deficits on children's quality of lives. This study aimed to construct and evaluate the efficiency of a training program for remediation of social skills' deficits in Arabic speaking pre-lingual CI children. Methods: The present study was conducted on 40 pre-lingual Arabic-speaking CI children in the age range 5-12 years with impaired social performance. After assessment of auditory, language and social skills, children received twice-weekly training sessions by the newly designed Mansoura Arabic social skills training program (MASSTP). Revaluation was done after 6 months. Results and conclusion: The children's social age, as well as their scores on the pragmatic test and social abilities questionnaires were significantly higher in post-training assessment than in pre-training assessment with better post training social performance in older children aged 7-12 years. The MASSTP is a valid and efficient habilitation program for prelingual Arabic-speaking CI children in the age range 5-12 years. IQ, language age, and auditory abilities scores showed significant positive correlations with post-training social abilities.

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Development and Standardization of a Test for Pragmatic Language Skills in Egyptian Arabic: The Egyptian Arabic Pragmatic Language Test (EAPLT)

Cited by 9 publications

References 8 publications

Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment

Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment

The effect of age at time of cochlear implantation on the pragmatic development of the prelingual hearing impaired children

Social Skills Training for Arabic-speaking Pre-lingual Cochlear Implanted Children

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