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Preschool Language > Pragmatics > Flashcards

Pragmatics Flashcards

1
Q

Pragmatic Domains (4)

A
  • Communicative functions
  • Discourse Management
  • Register variation
  • Presupposition
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2
Q

Areas of communicative functions (7)

A
  1. Instrumental- child is saying something to satisfy his or her need in their own need.
  2. Regulatory- trying to control the behavior of other people
  3. Interactional- participating in a social interaction
  4. Personal- express opinions or feelings
  5. Imaginative- engaging in fantasy
  6. Heuristic- to seek information
  7. Informative- to provide information
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3
Q

Discourse Management

A
  • 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
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4
Q

Register Variation

A

Register variation- ability to change speech in a specific environment (ASD and kids with attention issues).

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5
Q

Presupposition

A

Presupposition- implicit assumption about background knowledge relating to an utterance. Enables speaker to provide the correct amount of information. Often equivalent to TOM

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6
Q

Development of Pragmatic Skills in Typical School Age Child 1

A
  • 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
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7
Q

Development of Pragmatic Skills in Typical School Age Child 2

A
  • 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
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8
Q

Pragmatic Development in typical older child/adolescent (3 things involved)

A
  • Discourse Genres
  • Register Variation
  • Presupposition
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9
Q

Discourse Management for adolescence (5)

A
  • 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
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10
Q

Persuasion - Adolescence

A
  • 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
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11
Q

Negotiation- Adolescence

A
  • 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
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12
Q

Impaired Pragmatic Skills – Spectrum Disorders(other kids too) (6)

A
  • Reduced topic management skills
  • Reduced presupposition skills
  • Obsessive interests
  • Limited conversation or excessive
    conversation about specific interests
  • Prosodic deficits
  • Gaze deficits
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13
Q

The Social Skills Umbrella

A
  • Pragmatics
  • — Conversational skills
  • Paralinguistics
  • — Proximity

—- Prosody

—- Gestures

—- Eye Gaze

  • Social Behaviors include conventional gestures, facial expressions, and the avoidance of inappropriate actions
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14
Q

SLP and Pragmatic Intervention

A
  • 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
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15
Q

Specifics and Intervention (5)

A
  • 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)
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16
Q

EBP – Social Skills and the School-Age child

10

A
  • 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
17
Q

Scripting Social Skills

A
  • 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
18
Q

Creating scripts with the child

A
  • 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
19
Q

Scripting/Peer Training (5)

A
  • 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)

20
Q

Incidental Teaching

A
  • 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
21
Q

Direct Instruction

1. Conversation

A
  • Walk up to person
  • Say “Hi”
  • Smile
  • Listen to other person says
  • Respond
22
Q

Direct Instruction

1. Topic Maintenance

A
  • Listen
  • Think about what the person says
  • Talk about the same thing
23
Q

Direct Instruction cont.

1.Change topic

A
  • Remain quiet / listen
  • Wait for person to pause
  • Say “let’s talk about something different…how about…”
24
Q

Social Stories (5)

  • Types of sentences
A

Carol Gray, 2000 has a copyright on the term “social stories”

  1. Descriptive sentences – statements of fact
  2. Perspective sentences- internal states
  3. Affirmative sentences- common values
  4. Control sentences- identify personal strategies
  5. Cooperative sentences- what others can do to help
25
Q

Special Interests/Games

A
  • 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
26
Q

Cognitive Skills Training

A
  • 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
27
Q

Example – Cognitive Skills ?’s (8)

A
  • 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
28
Q

Social Thinking

A

“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.”

29
Q

Social Skills Groups

A
  • 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

30
Q

Peer Support Networks

A
  • 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
31
Q

Video Modeling

A
  • 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
32
Q

Video Modeling continued

A
  • 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

Preschool Language (13 decks)

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