Blog 3: Pragmatics Intervention

R and E are both in the second grade. In addition to being seen individually for articulation errors, they are also seen in a group of 2 twice weekly for pragmatic language intervention. They have no specifically diagnosed disorder or problem, just an observed lack of pragmatics skills both in and out of the classroom. These goals have been included on their IEP.

One of the techniques we use to review and discuss pragmatic skills is social skills stories. These are comprised of a short paragraph describing something happening to or around a child, and giving 3 choices of response, only one of which is correct, giving an appropriate interpretation of or reaction to the situation. R and E must then choose the correct response, and discuss WHY they think that was the response, using both information from the story and inference skills.

Additionally, R and E take turns reading the cards aloud to each other, to practice oral reading and listening comprehension skills. This also reinforces turn taking and other manners such as paying attention and listening.

The clients, R and E, enjoy this technique, and respond positively and enthusiastically to both the cues and discussion, and to the stories themselves. R’s regular classroom teacher reported she has been acting more “normal” with her peers on the playground. My supervisor feels that this is an appropriate intervention for R and E.

In the article “Exploring the effects of communication intervention for developmental pragmatic language impairments: a signal-generation study,” the authors Adams, Lloyd, Aldred, & Baxendale report that pragmatic skills can be accurately measured and will improve with direct treatment. This study was done with school-aged children over an 8 week period, and although focused on the ability to provide accurate measures of the increases, indeed did demonstrate that these children made gains in the area of pragmatic skills.

Adams, c., Lloyd, J., Aldred, C., & Baxendale, J. A. (2006). Exploring the effects of communication intervention for developmental pragmatic language impairments: A signal-generation study. International Journal of Language & Communication Disorders, 41, 41-65.