Do Children with Social Communication Disorder Have Explicit Knowledge of Pragmatic Rules They Break? A Comparison of Conversational Pragmatic Ability and Metapragmatic Awareness

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Autor/inn/en	Lockton, Elaine; Adams, Catherine; Collins, Anna
Titel	Do Children with Social Communication Disorder Have Explicit Knowledge of Pragmatic Rules They Break? A Comparison of Conversational Pragmatic Ability and Metapragmatic Awareness
Quelle	In: International Journal of Language & Communication Disorders, 51 (2016) 5, S.508-517 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12227
Schlagwörter	Communication Disorders; Speech Language Pathology; Intervention; Interpersonal Communication; Speech Therapy; Children; Interpersonal Competence; Emotional Intelligence; Language Skills; Task Analysis; Semi Structured Interviews; Regression (Statistics); Outcomes of Treatment; Comparative Analysis; Foreign Countries; Special Needs Students; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kommunikationsstörung; Interpersonale Kommunikation; Entwicklungsproximale Sprachtherapie; Logotherapie; Child; Kind; Kinder; Interpersonale Kompetenz; Emotionale Intelligenz; Language skill; Sprachkompetenz; Aufgabenanalyse; Regression; Regressionsanalyse; Ausland; Sonderpädagogischer Förderbedarf; Beobachtung
Abstract	Background: Children who have social communication disorder (CwSCD) demonstrate persistent difficulties with language pragmatics in conversations and other verbal interactions. Speech-language interventions for these children often include promotion of metapragmatic awareness (MPA); that is, the ability to identify explicitly and reflect upon pragmatic rules (MP explicitation). Improved MPA is assumed to support increased self-monitoring and generalization of pragmatic knowledge. Evidence to support this as a mechanism of intervention depends upon the identification of a systematic relationship between MPA and use of pragmatic rules in conversational behaviour. Aims: To explore whether there is a relationship between MPA and conversational pragmatic ability in CwSCD. Further, it is asked whether CwSCD can demonstrate MPA for the pragmatic rules they themselves violate in conversation. Methods & Procedures: Thirty-nine CwSCD (aged 6;1-10;7 years), recruited from NHS speech and language therapy caseloads across the North West of England and South East Scotland, completed (1) a novel task, the Assessment of Metapragmatics (AMP), in which they identified and described a series of pragmatic errors depicted in scripted films; responses on this task were categorized into levels of MP explicitation; and (2) the Targeted Observation of Pragmatics in Children's Conversations (TOPICC), a semi-structured conversation-elicitation task from which 12 aspects of pragmatics were coded for presence of impairment. Regression analysis was used to explore the interaction between scores on the two tasks. Outcomes & Results: Expressive language score was a significant predictor of TOPICC score. However, AMP score, when added into the regression model, did not explain a significant amount of unique variance in TOPICC score. Over half of CwSCD demonstrated moderate or marked impairment in one or two pragmatic behaviours on TOPICC. For just over half of the occasions where a child showed moderate/marked impairment of a pragmatic rule on TOPICC did the same child demonstrate MPA for the same pragmatic rule on AMP. On 25% of occasions they demonstrated the most sophisticated level of MP explicitation. Conclusions & Implications: Findings indicate that some CwSCD have an awareness of the pragmatic rules they themselves violate in conversation. This finding suggests that, for some CwSCD, it may be beneficial for speech and language therapy to focus on improving motivation for use and better understanding of the impact of one's own pragmatic performance on others, rather than solely teaching awareness of pragmatic rules that are already understood but not used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01