Metapragmatic skills of elementary-grade children in the classroom are discussed in relation to remediation with language-disordered children. Of particular importance in the classroom is children's metapragmatic knowledge of requests and responses. Therapy of classroom interactions should incorporate actual academic material of gradually…

This article proposes the application of a situated pragmatics (also known as community-based training or activity-based intervention) approach to intervention with children having severe communication disorders. Models for this approach have been developed by the World Health Organization and specialists in alternative and augmentative…

Attention deficit disorder with hyperactivity (ADHD), which is conceptualized as a lack of behavioral inhibition or self-regulation, is reviewed. The article examines the relationship between ADHD and language delays/disorders, possible language and social-emotional cognitive underpinnings for pragmatic and metacognitive deficits in ADHD children,…

Cross-cultural communicative competence requires more than learning the language; social cultural competence also is necessary. Challenges beyond semantics (word connotations), beyond phonology (significance of subtle pronunciation differences), beyond pragmatics (relating to cognitive style), and beyond translation (the cultural imperatives of…