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Metapragmatic Explicitation and Social Attribution in Social Communication Disorder and Developmental Language Disorder: A Comparative Study
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Adams, Catherine; Lockton, Elaine; Collins, Anna – Journal of Speech, Language, and Hearing Research, 2018
Purpose: The purposes of this study are to investigate metapragmatic (MP) ability in 6-11-year-old children with social communication disorder (SCD), developmental language disorder (DLD), and typical language development and to explore factors associated with MP explicitation and social understanding (SU). Method: In this cross-sectional study,…
Descriptors: Communication Disorders, Language Impairments, Comparative Analysis, Case Studies
Integrating Language, Pragmatics, and Social Intervention in a Single-Subject Case Study of a Child with a Developmental Social Communication Disorder
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Adams, Catherine; Gaile, Jacqueline; Lockton, Elaine; Freed, Jenny – Language, Speech, and Hearing Services in Schools, 2015
Purpose: This clinical focus article presents an illustration of a complex communication intervention, the Social Communication Intervention Programme (SCIP), as delivered to a child who has a social communication disorder (SCD). The SCIP intervention combined language processing and pragmatic and social understanding therapies in a program of…
Descriptors: Children, Developmental Disabilities, Communication Disorders, Intervention
Do Children with Social Communication Disorder Have Explicit Knowledge of Pragmatic Rules They Break? A Comparison of Conversational Pragmatic Ability and Metapragmatic Awareness
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Lockton, Elaine; Adams, Catherine; Collins, Anna – International Journal of Language & Communication Disorders, 2016
Background: Children who have social communication disorder (CwSCD) demonstrate persistent difficulties with language pragmatics in conversations and other verbal interactions. Speech-language interventions for these children often include promotion of metapragmatic awareness (MPA); that is, the ability to identify explicitly and reflect upon…
Descriptors: Communication Disorders, Speech Language Pathology, Intervention, Interpersonal Communication
Social Communication Disorder outside Autism? A Diagnostic Classification Approach to Delineating Pragmatic Language Impairment, High Functioning Autism and Specific Language Impairment
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Gibson, Jenny; Adams, Catherine; Lockton, Elaine; Green, Jonathan – Journal of Child Psychology and Psychiatry, 2013
Background: Developmental disorders of language and communication present considerable diagnostic challenges due to overlapping of symptomatology and uncertain aetiology. We aimed to further elucidate the behavioural and linguistic profile associated with impairments of social communication occurring outside of an autism diagnosis. Methods: Six to…
Descriptors: Interpersonal Competence, Communication Disorders, Language Impairments, Clinical Diagnosis
The Social Communication Intervention Project: A Randomized Controlled Trial of the Effectiveness of Speech and Language Therapy for School-Age Children Who Have Pragmatic and Social Communication Problems with or without Autism Spectrum Disorder
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Adams, Catherine; Lockton, Elaine; Freed, Jenny; Gaile, Jacqueline; Earl, Gillian; McBean, Kirsty; Nash, Marysia; Green, Jonathan; Vail, Andy; Law, James – International Journal of Language & Communication Disorders, 2012
Background: Children who show disproportionate difficulty with the pragmatic as compared with the structural aspects of language are described as having pragmatic language impairment (PLI) or social communication disorder (SCD). Some children who have PLI also show mild social impairments associated with high-functioning autism or autism spectrum…
Descriptors: Language Aptitude, Outcome Measures, Intervention, Speech Therapy
Implementation of a Manualized Communication Intervention for School-Aged Children with Pragmatic and Social Communication Needs in a Randomized Controlled Trial: The Social Communication Intervention Project
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Adams, Catherine; Lockton, Elaine; Gaile, Jacqueline; Earl, Gillian; Freed, Jenny – International Journal of Language & Communication Disorders, 2012
Background: Speech-language interventions are often complex in nature, involving multiple observations, variable outcomes and individualization in treatment delivery. The accepted procedure associated with randomized controlled trials (RCT) of such complex interventions is to develop and implement a manual of intervention in order that reliable…
Descriptors: Educational Environment, Intervention, Speech Therapy, Check Lists
Parent and Teacher Perceptions of Participation and Outcomes in an Intensive Communication Intervention for Children with Pragmatic Language Impairment
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Baxendale, Janet; Lockton, Elaine; Adams, Catherine; Gaile, Jacqueline – International Journal of Language & Communication Disorders, 2013
Background: Treatment trials that enquire into parents' and teachers' views on speech-language interventions and outcomes for primary school-age children are relatively rare. The current study sought perceptions of the process of intervention and value placed on outcomes resulting from a trial of intervention, the Social Communication Intervention…
Descriptors: Parent Attitudes, Teacher Attitudes, Elementary School Teachers, Elementary School Students