APPLICATION OF A REHABILITATION PROGRAM OF PRAGMATIC LANGUAGE SKILLS FOR DELAYED LANGUAGE SCHOOL-AGE EGYPTIAN CHILDREN.

Document Type : Preliminary preprint short reports of original research

Authors

1 phoniatrics, faculty of medicine ,Alexandria university, Alexandria ,Egypt

2 phoniatrics, faculty of medicine, Alexandria university, Alexandria, Egypt

Abstract

The study of actual language use is called “pragmatics”. The literal meaning of an utterance is necessary, but not sufficient for the partner to reconstruct the meaning conveyed by the actor. Pragmatic competence requires the use of both linguistic and extra-linguistic communication in context, such as the ability to attribute mental states to others.
Children with Pragmatic impairments may contribute less information or offer information that is either irrelevant or unintelligible leading to difficulties for the listener in understanding the gist of the conversation, so it has negative impact on the social and peer relationships.
The Interventions of pragmatic impairments depend mainly on improving the four important aspects for any effective social communication contexts which are social interactions, social cognition, language processing and pragmatic skills.
The aim of the work was to apply the modified “Say and Do positive pragmatic fun sheets”, a rehabilitation program for pragmatic skills and detect its effectiveness in rehabilitation of pragmatic impairments in Egyptian school-age children.
The results was A statistically highly significant increase in the scores of the cases of the school age studied groups A and B was seen when comparing between pre and post therapy, and no statistically significant difference when comparing post therapy scores between the two studied groups.
The conclusion was that the Arabic version of “Say and Do positive pragmatic fun sheets” program is an effective rehabilitation tool for children with pragmatic impairments.

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