Pragmatics is the study of meaning and the relationship between language and the people who use it. It focuses on verbal acts in concrete situations. For example, it deals with asking, giving, and responding to information. In addition, it includes using language for different goals.
A pragmatic is someone who has a good understanding of the rules of communication, and follows them. Pragmatists also do not let their emotions get in the way of what they are saying. They can adapt their communication techniques and build relationships. During their teenage years, many children develop these skills. Adults can help them to learn these skills. Practicing with role playing situations is an effective way to teach pragmatic language skills.
Children with autism spectrum disorders often have problems with social communication. Their lack of skills may be influenced by the number of years spent in special education, which may provide fewer opportunities to engage in discourse with hearing peers. The Pragmatics Profile is part of the Swedish version of CELF-IV. It was developed to measure children’s pragmatic language ability. It is a questionnaire with 50 statements. Most of the statements are related to social communication.
Some of the questions involved asking why, giving and responding to information, and explaining. Several children had a problem with some of these skills, while others had no problem. There was an increased correlation between time spent in general education and pragmatic language ability.
Social communication involves following unspoken rules, such as speaking at an appropriate volume, looking at the speaker, and understanding personal space. It also involves using gestures and facial expressions. An example of social communication is asking a child to raise their hand to answer a question in class. If a child is not familiar with the rules, they may answer the question with a squeaky voice or raise their hand to the wrong answer.
Another type of social communication involves recognizing the appropriate distance and standing at an appropriate distance. It also involves using facial expressions and gestures, and appropriate eye contact. Other forms of social communication include using signs to indicate information.
Although a large sample size was needed to detect a significant difference, it was clear that there was a tendency for differences. All of the data was checked for normality, and a t-test was used to analyze differences between the two groups.
In addition to demonstrating their pragmatic skills, children with CI also showed a positive correlation with verbal fluency. Eight of the children exhibited good mastery of the near-side domain of pragmatic language ability, while four did not. Two of the children did not use signs to communicate, while one did not use oral language as the main mode of communication. Nevertheless, all three sub-measures were significantly correlated with verbal fluency.
Pragmatic language abilities are important for a child’s success in general education. However, children with CI, while demonstrating a high level of pragmatic language ability, have a hard time with some areas of the ability.