Pragmatics Flashcards
Pragmatic Domains (4)
- Communicative functions
- Discourse Management
- Register variation
- Presupposition
Areas of communicative functions (7)
- Instrumental- child is saying something to satisfy his or her need in their own need.
- Regulatory- trying to control the behavior of other people
- Interactional- participating in a social interaction
- Personal- express opinions or feelings
- Imaginative- engaging in fantasy
- Heuristic- to seek information
- Informative- to provide information
Discourse Management
- Discourse management- person’s ability to take turns, stay on topic, maintain eye contact and respond to people’s communication and nonverbal communication
- Also enables individual to repair their comment
Register Variation
Register variation- ability to change speech in a specific environment (ASD and kids with attention issues).
Presupposition
Presupposition- implicit assumption about background knowledge relating to an utterance. Enables speaker to provide the correct amount of information. Often equivalent to TOM
Development of Pragmatic Skills in Typical School Age Child 1
- Increased range of COMMUNICATIVE FUNCTION (narration, persuasion, & negotiation)
- Increased decontextualized comments
- School-age child has more ability for Discourse Management and requires decreased support, also takes longer turns, more turns, has improved topic maintenance, and less unrelated comments.
- Cohesiveness as exemplified by smooth transitions and less abrupt shifts in communication
Development of Pragmatic Skills in Typical School Age Child 2
- School-age child has register variation as exemplified by new polite forms such as requests for permission, use of permission directives, and some indirect requests.
- Discovers the power of language and social negotiation (figure out how communication can get them certain things)
- Presupposition as exemplified by the school-age child attending to the listener needs and acting as a source of information
Pragmatic Development in typical older child/adolescent (3 things involved)
- Discourse Genres
- Register Variation
- Presupposition
Discourse Management for adolescence (5)
- Longer topic maintenance
- Dialogue is extended
- Makes contributions to the topic with greater number of appropriate, new, and relevant points
- Topic shifting becomes smoother
- Adjusts content/style in relation to the thoughts and feelings of the listener
Persuasion - Adolescence
- Is aware of the characteristics of the listener and adjusts to his/her social status, degree of familiarity, level of maturity, etc.
- Can state the reasons why it would be advantageous for him/her to comply
- Anticipates counterarguments
- Replies to counterarguments
- Politeness and bargaining are used as positive strategies
- Whining, fit throwing, and begging are perceived as negative and useless strategies
- Can generate multiple arguments
- Asserts himself/herself during discourse
Negotiation- Adolescence
- Is able to take the social perspective of another person
- Exhibits awareness of the needs, thoughts, and feelings of other people
- Uses verbal reasoning
- Cooperative and collaborative strategies exercised
- Exhibits concern for group welfare
- Exhibits concern for long-term implications of conflict
- Is willing to compromise
Impaired Pragmatic Skills – Spectrum Disorders(other kids too) (6)
- Reduced topic management skills
- Reduced presupposition skills
- Obsessive interests
- Limited conversation or excessive
conversation about specific interests - Prosodic deficits
- Gaze deficits
The Social Skills Umbrella
- Pragmatics
- — Conversational skills
- Paralinguistics
- — Proximity
—- Prosody
—- Gestures
—- Eye Gaze
- Social Behaviors include conventional gestures, facial expressions, and the avoidance of inappropriate actions
SLP and Pragmatic Intervention
- Pragmatic communication is within the SLP’s domain
- Improving conversational skills is within the scope of practice of SLP’s
- These two factors make the role of SLP’s unique in the management of pragmatic communicative disorders
Specifics and Intervention (5)
- Increasing overall rate communication as appropriate
- Encouraging a range of communicative functions
- Teaching turn taking and topic maintenance in conversation
- Increasing flexibility of forms used to convey various functions
- Teaching the child to “read” what other people may be thinking and to modify his/her language as needed (most difficult piece)
EBP – Social Skills and the School-Age child
10
- Scripting & fading
- Peer & target training
- Incidental teaching
- Direct instruction
- Social stories and Comic strip conversations (Gray, 2000)
- Games based on special interests
- Cognitive Behavioral Approaches
- Social Skills Groups
- Peer Support Networks
- Video modeling
Scripting Social Skills
- The child is provided with an explicit written script of an interaction
- Walk up to a person in your class
- Make eye contact
- Say Hi
- Child and SLP practice the script
- Child practices the script with a peer
- Script is gradually faded – remove increasingly larger parts of the script until the child can do the scene independently
Creating scripts with the child
- The child is given a list of topics and encouraged to write and fade scripts based on each
- The child is encouraged to bridge to new topics by beginning with favored topics
- – baseball>baseball stadium>food sold in concessions
- Encourage the child to choose a script to talk with a teacher, caregiver, or slp
- Encourage the child to fade the scripts with the adult
- Encourage the child to repeat the process with a peer partner
Scripting/Peer Training (5)
- Peers receive training without the child present
- Peers are instructed to facilitate the child’s skills by:
- — Looking, waiting, and listening
—- Answering questions
—- Initiate talking
—- Say something friendly, nice, polite
—- Continue talking (within reason)
Incidental Teaching
- Materials are controlled so that child must interact to obtain the desired objects and/or to participate In desired activity
- Interactions are structured:
—- ex. Child is assigned to place stickers of food on a page of farm animals (to feed the animals)
- If peer involved then he/she holds the sheet of stickers and is instructed to keep all the stickers ntil asked by the child
- Child must ask for each sticker to complete the picture
Direct Instruction
1. Conversation
- Walk up to person
- Say “Hi”
- Smile
- Listen to other person says
- Respond
Direct Instruction
1. Topic Maintenance
- Listen
- Think about what the person says
- Talk about the same thing
Direct Instruction cont.
1.Change topic
- Remain quiet / listen
- Wait for person to pause
- Say “let’s talk about something different…how about…”
Social Stories (5)
- Types of sentences
Carol Gray, 2000 has a copyright on the term “social stories”
- Descriptive sentences – statements of fact
- Perspective sentences- internal states
- Affirmative sentences- common values
- Control sentences- identify personal strategies
- Cooperative sentences- what others can do to help
Special Interests/Games
- Social games may be created based on the interests of the child
- Child should be involved in creating materials and rules ( works on pragmatic skills, turn taking, topic maintenance, all about the interaction)
- Child teaches peers how to play
- Special opportunities to play the game are provided
- Encourage child and peer to take turns choosing games to play
Cognitive Skills Training
- Role play/social scripts in a peer group
- Observe and guide the role play to determine what the child knows and how he perceives the situation from the point of the view of the other person
- Ask questions to reinforce understanding
Example – Cognitive Skills ?’s (8)
- Did I pay attention to the story?
- Did I pay attention to what others saw and heard?
- Do I know what I need to do?
- What do I think happened?
- How do I know this?
- What do other people think happened?
- Teach them to ask themselves
- Can use PECS symbols with text to help remember these sentences
Social Thinking
“Social thinking is what we do when we interact with people: we think about them. And how we think about people affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotions.”
Social Skills Groups
- Commercial Curricula
Ex. Navigating the Social World (McAfee, 2001)
- Skillstreaming the Adolescent (Goldstein & McGinnis, 2000)
- Encourage and provide consistent group structure
- Social skills groups are most effective when provided in school settings and when target is social-cognitive skills
Teaches kids how to function in group settings, in a way that is socially acceptable
Peer Support Networks
- 2-5 peers are selected
- Peer is assigned a 20 minute time period each day to structure activities for child
- Kids on the higher end of the spectrum like to work with adults, so this is less pressure and intimidating
Video Modeling
- Peers are taped interacting in a variety of social situations
- Clips from tv and movies may be used to exhibit both positive and negative interactions
- Written scripts are provided and rehearsed
- Focus on one cue at a time
— Tone of voice
— Facial expression
— Proximity
— Loudness
— Verbal content
- Non-threatening
- Should be peers that they will pay more attention to
Video Modeling continued
- View and discuss reactions seen on the video
- View and target/attend to each cue/remark on observations
- Re-enact the video with SLPRe-enact the video with a peer
- Describe the experience and the video verbally
- Improvise a similar situation
