Handbook of Pragmatic Language Disorders: Complex and Underserved Populations

Handbook of Pragmatic Language Disorders
	Foreword
	Acknowledgements
	Contents
	Chapter 1: Pragmatic Disorders in the Twenty-First Century
		1.1 Introduction
		1.2 Clinical Pragmatics: The Story So Far
		1.3 Complex Clinical Populations
		1.4 Underserved Clinical Populations
		1.5 The Road Ahead for Clinical Pragmatics
		1.6 Summary
		References
	Part I: Complex Populations in Childhood
	Chapter 2: Social (Pragmatic) Communication Disorder
		2.1 Introduction
		2.2 Social (Pragmatic) Communication Disorder
		2.3 Review of Recent Research Differentiating SCD from Other Neurodevelopmental Disorders
		2.4 Recommendations for Differential Diagnosis of SCD and ASD
		2.5 Recommendations for Comprehensive Assessment of Social Communication
		2.6 Cultural Considerations
		2.7 Social Communication Interventions
		2.8 Summary
		References
	Chapter 3: Autism Spectrum Disorder
		3.1 Introduction
		3.2 Pragmatic and Social Communication in Persons on the Autism Spectrum
			3.2.1 Features and Background Factors
			3.2.2 Pragmatic Comprehension in Persons on the Autism Spectrum
			3.2.3 Prosody in Persons on the Autism Spectrum
			3.2.4 Discourse and Narration in persons on the autism spectrum
			3.2.5 Neural Background of Pragmatic Communication Features in Persons on the Autism Spectrum
		3.3 Assessment of Pragmatic Language Skills in Persons on the Autism Spectrum
		3.4 Pragmatic Intervention in Persons on the Autism Spectrum
		3.5 Summary
		References
	Chapter 4: Fragile X syndrome
		4.1 Introduction
		4.2 The Cognitive and Language Phenotype of Fragile X Syndrome
		4.3 Pragmatic Language in Males with Fragile X Syndrome
			4.3.1 Non-contingent Language
			4.3.2 Perseveration
			4.3.3 Strategies for Contending with Communication Breakdown
			4.3.4 Narrative
			4.3.5 Prosody
			4.3.6 Summary of Pragmatic Features in Boys with FXS
		4.4 Pragmatic Language in Females with Fragile X Syndrome
		4.5 The Impact of Autism Spectrum Disorder on Pragmatic Language in Fragile X Syndrome
		4.6 Related Abilities Associated with Pragmatic Difficulties
		4.7 Research Directions
		4.8 Clinical Implications
		4.9 Summary
		References
	Chapter 5: Down Syndrome
		5.1 Introduction
		5.2 Epidemiology
		5.3 Clinical Features
		5.4 Cognitive Profile
		5.5 Pragmatic and Social Communication Skills
			5.5.1 Pragmatic Communication: Prelinguistic Period
				5.5.1.1 Gaze Behavior
				5.5.1.2 Facial Expressions
				5.5.1.3 Gestures
			5.5.2 Pragmatic Communication: The Linguistic Period
				5.5.2.1 Overall Pragmatic Language Profile
				5.5.2.2 Referential Communication Skills
				5.5.2.3 Narrative Skills
				5.5.2.4 Sex-Related Differences
				5.5.2.5 Comparisons to Other Neurodevelopmental Disorders
				5.5.2.6 Social Cognitive Considerations
		5.6 Intervention
		5.7 Summary
		References
	Chapter 6: Williams Syndrome
		6.1 Introduction
		6.2 Williams Syndrome – A Brief Research History
		6.3 Phenotypic Characteristics of Williams Syndrome
			6.3.1 Language Profile in Williams Syndrome
			6.3.2 Social Cognition in Williams Syndrome
		6.4 Assessing Pragmatic Language Abilities in Williams Syndrome
			6.4.1 Caregiver Report-Based Measures
			6.4.2 Standardized Direct Assessments of Pragmatic Skills
			6.4.3 Elicited Narratives and Conversation
			6.4.4 Experimental and Laboratory-Based Tasks
			6.4.5 Non-literal Language Comprehension and Production
		6.5 Developmental Precursors and Correlates of Pragmatic Skills
		6.6 Clinical Implications
		6.7 Directions for Future Research
		6.8 Summary
		References
	Chapter 7: 22q11.2 Deletion Syndrome
		7.1 Introduction
		7.2 Neurodevelopmental Outcome in 22q11.2 Deletion Syndrome
			7.2.1 Cognitive Development in 22q11.2 Deletion Syndrome
			7.2.2 Divergent Cognitive Trajectories in 22q11.2 Deletion Syndrome
		7.3 Psychiatric Manifestations in 22q11.2 Deletion Syndrome
		7.4 Language and Social Communication in 22q11.2 Deletion Syndrome
			7.4.1 Language Form and Content
			7.4.2 Language Use
			7.4.3 Approaching Pragmatic Language Challenges in Children with 22q11.2 Deletion Syndrome
			7.4.4 Factors Influencing Pragmatic Language Challenges in Children with 22q11.2 Deletion Syndrome
		7.5 Implications for Clinical Practice
			7.5.1 Recommendations for Assessment
			7.5.2 Recommendations for Intervention
		7.6 Future Research Directions
		7.7 Summary
		References
	Chapter 8: Tourette Syndrome
		8.1 Introduction
		8.2 Clinical Evidence: Key Symptoms of Tourette Syndrome Relevant to Pragmatics
		8.3 Empirical Evidence: What Can Be Drawn from Existing Studies?
		8.4 Discussion: Tourette Syndrome as a Disorder of Pragmatics
			8.4.1 Are all Tics Fragments of Communication?
			8.4.2 Could TS Involve Right Hemisphere Language Disorder?
			8.4.3 Is Social Cognition the Link Between TS and Pragmatics?
		8.5 Summary
		References
	Chapter 9: Sensory Loss
		9.1 Introduction
		9.2 Children with Hearing Loss
			9.2.1 Introduction to Hearing Loss
			9.2.2 Communication of Children with Hearing Loss
			9.2.3 Pragmatic Skills of Children with Hearing Loss
				9.2.3.1 Early Social Interactions
				9.2.3.2 Social Communication and Pragmatic Language
				9.2.3.3 Theory of Mind and Higher-Level Language
		9.3 Children with Vision Loss
			9.3.1 Introduction to Vision Loss
			9.3.2 Communication of Children with Vision Loss
			9.3.3 Pragmatic Skills of Children with Vision Loss
				9.3.3.1 Early Social Interactions
				9.3.3.2 Social Communication and Pragmatic Language
				9.3.3.3 Theory of Mind and Higher-Level Language
		9.4 Children with Deafblindness
			9.4.1 Introduction to Deafblindness
			9.4.2 Communication of Children with Deafblindness
			9.4.3 Pragmatic Skills of Children with Deafblindness
				9.4.3.1 Early Social Interactions
				9.4.3.2 Social Communication and Pragmatic Language
				9.4.3.3 Assessment and Intervention for Pragmatic Skills
		9.5 Summary
		References
	Chapter 10: Selective Mutism
		10.1 Introduction
		10.2 Clinical Features
		10.3 Epidemiology
		10.4 Aetiology
		10.5 Conceptualisation of Selective Mutism
			10.5.1 Selective Mutism as a Variant of Social Anxiety Disorder
			10.5.2 Selective Mutism as a Phobia
			10.5.3 Selective Mutism as a Condition with Underlying Pragmatic Language Difficulties
		10.6 Differential Diagnosis of Selective Mutism and Pragmatic Language Disorder
			10.6.1 Deficits in or Complete Absence of Speech Acts
			10.6.2 Poor Conversational Skills
			10.6.3 Difficulty Answering Higher-Level Verbal Reasoning Questions
			10.6.4 Poor Narrative Skills
			10.6.5 Avoidance of Social Situations
		10.7 Assessment
			10.7.1 Core Assessment
				10.7.1.1 Speaking Habits
				10.7.1.2 Maintaining Factors
				10.7.1.3 Gathering Information from Parents and Carers
				10.7.1.4 Gathering Information from School
				10.7.1.5 Observation of the Child or Young Person
			10.7.2 Extended Assessment
				10.7.2.1 Strategies When Meeting the Child
				10.7.2.2 Methods of Assessing the Child’s Pragmatic Language Skills
		10.8 Treatment
			10.8.1 The 24/7 Approach (Johnson & Wintgens, 2016)
			10.8.2 Integrating Pragmatic and SM Interventions
		10.9 Summary
		References
	Chapter 11: Attention Deficit Hyperactivity Disorder
		11.1 Introduction
		11.2 Background on ADHD
			11.2.1 The Core Symptoms and Subtypes of ADHD
			11.2.2 Prevalence
			11.2.3 Gender Ratio
			11.2.4 Causes of ADHD
			11.2.5 Diagnosis
			11.2.6 Co-morbid Conditions
		11.3 Pragmatic Language Defined
		11.4 How Has Pragmatic Language Been Assessed in School-Aged Children with ADHD?
		11.5 What Pragmatic Language Difficulties Have Been Observed in Children with ADHD?
			11.5.1 Capacity
			11.5.2 Performance
		11.6 Measurement of Pragmatic Difficulties
			11.6.1 Standardised Measures
			11.6.2 Proxy-Report Measures
			11.6.3 Observational Measures
		11.7 The Development of the Pragmatics Observational Measure
		11.8 Pragmatic Language Interventions for Children with ADHD
			11.8.1 Participants
			11.8.2 Play-Based Approach
			11.8.3 Active Ingredients of the Intervention
			11.8.4 Evidence from Main Findings of the Play-Based Intervention
		11.9 Directions for Future Research
		11.10 Summary
		References
	Part II: Complex Populations in Adulthood
	Chapter 12: Right-Hemisphere Language Disorders
		12.1 Introduction
		12.2 Historical Background
		12.3 Pragmatic Language Disorders in Adults with Right-Hemisphere Damage
			12.3.1 Pragmatic and Discourse Abilities
			12.3.2 Pragmatic and Non-literal Language Abilities
				12.3.2.1 Interpretation of Indirect Speech Acts
				12.3.2.2 Processing of Metaphors
				12.3.2.3 Appreciation of Irony, Jokes, Humour and Sarcasm
		12.4 Clinical Perspectives on Communication Deficits in RHD
			12.4.1 Incidence of Pragmatic Deficits in RHD
			12.4.2 Profiles of Communication Disorders in RHD
			12.4.3 Assessment and Rehabilitation Strategies for Communication Deficits in RHD
		12.5 Right-Hemisphere Language Disorders, Pragmatics and Aphasia
		12.6 Summary
		References
	Chapter 13: Psychiatric Disorders
		13.1 Introduction
		13.2 Psychiatric Disorders: Some Background
			13.2.1 People with Schizophrenia
			13.2.2 People with Mood Disorders
				13.2.2.1 People with Depression
				13.2.2.2 People with Bipolar and Related Disorders
			13.2.3 People with Anxiety Disorders
		13.3 Pragmatic Language Disturbance in People with a Psychiatric Diagnosis
		13.4 A Take on Pragmatics: The Insider’s Perspective
		13.5 Dyadic Complexity and Sociability: Where Pragmatics Meets Psychiatry
			13.5.1 Cognitively Orientated Theories of Pragmatics
			13.5.2 Sociolinguistic Theories of Pragmatics
		13.6 Changing Conversational Practice to Address Pragmatic Complexity
		13.7 Providing Opportunities for Talk, Sharing Information and Educating Others
		13.8 Summary
		References
	Chapter 14: Dementia of the Alzheimer Type
		14.1 Introduction
		14.2 Dementia of Alzheimer Type: Some Background
		14.3 Clinical and Neural Characteristics of Dementia of Alzheimer Type
		14.4 Social Cognition Impairments in Dementia of the Alzheimer Type
		14.5 Figurative and Non-literal Language Impairments in Dementia of the Alzheimer Type
		14.6 Conversation Impairments in Dementia of the Alzheimer Type
		14.7 Impact of Pragmatic Impairments on Families
			14.7.1 Impact of Pragmatic Impairments on Relationships
			14.7.2 Impact of Pragmatic Impairments on Behaviour
		14.8 Pragmatic Language Interventions in Dementia of the Alzheimer Type
		14.9 Summary
		References
	Chapter 15: Parkinson’s Disease
		15.1 Introduction
		15.2 Neuropathology and Clinical Features of PD
		15.3 Effects of PD on Verbal Communication
			15.3.1 Emotional Connotations of Language
			15.3.2 Metaphorical Language
			15.3.3 Generating Inferences from Discourse
			15.3.4 Understanding Verbal Irony
			15.3.5 Understanding Indirect Speech Acts
			15.3.6 Summary of PD and Verbal Communication
		15.4 Effects of PD on Social Cognition
			15.4.1 Social Perception
				15.4.1.1 Facial Expressions
				15.4.1.2 Vocal Expressions
			15.4.2 Perspective-Taking/Theory of Mind
			15.4.3 Conversational Interactions
			15.4.4 Summary of PD and Social Cognition
		15.5 Remediation of Pragmatic Communication Deficits in Parkinson’s Disease
			15.5.1 Dopaminergic Therapy
			15.5.2 Deep Brain Stimulation
			15.5.3 Non-invasive brain Stimulation
			15.5.4 Behavioural Remediation of Pragmatic Deficits
		15.6 Summary
		References
	Chapter 16: Multiple Sclerosis
		16.1 Introduction
		16.2 Epidemiology, Aetiology and Pathophysiology
		16.3 Clinical Features and Course of MS
		16.4 Pragmatic Abilities in Multiple Sclerosis
		16.5 Neuropathology of Pragmatic Impairment in Multiple Sclerosis
		16.6 Therapeutic Options for Pragmatic Impairment in Multiple Sclerosis
		16.7 Summary
		References
	Chapter 17: Amyotrophic Lateral Sclerosis
		17.1 Introduction
		17.2 ALS: Some Background
		17.3 Speech, Grammar, and Lexical Semantics in ALS
			17.3.1 Speech and Dysarthria
			17.3.2 Grammar and the Lexicon
			17.3.3 Action Language
		17.4 Pragmatics in Amyotrophic Lateral Sclerosis
			17.4.1 The Pragmatics of Narrative and Other Discourse
			17.4.2 Inferring Non-literal Meanings and from Texts
		17.5 From Pragmatics to Use: Social Communication and Conversational Patterns
		17.6 Future Research Priorities
		17.7 Summary
		References
	Chapter 18: Huntington’s Disease
		18.1 Introduction
		18.2 Epidemiology and Clinical Features
			18.2.1 Etiology and Prevalence of Huntington’s Disease
			18.2.2 Motor Symptoms and Impaired Perception
			18.2.3 Cognitive Decline and Emotional Effects
			18.2.4 Progression of the Disease
		18.3 Speech and Language in Huntington’s Disease
			18.3.1 Motor Speech Disorders: Dysarthria
			18.3.2 Language Impairments
				18.3.2.1 Impaired Comprehension at Sentence and Discourse Levels
				18.3.2.2 Content and Structure in Narrative Discourse
				18.3.2.3 Lexical-Semantic Deficits
				18.3.2.4 Rule-Based Language Processing
		18.4 Pragmatic Aspects of Communication in Huntington’s Disease
			18.4.1 An Emergentist Perspective on Pragmatic Impairment
			18.4.2 Pragmatic Aspects of Everyday Communication
		18.5 Cognitive Decline and Emotion Processing
			18.5.1 Neuropsychological Symptoms
			18.5.2 Social Cognition and Emotion Processing
		18.6 Assessment of Communicative Ability in Huntington’s Disease
			18.6.1 Clinical Guidelines and Frameworks
			18.6.2 Assessment of Speech, Language, and Pragmatic Aspects of Everyday Communication
		18.7 Intervention
		18.8 Summary
		Appendix: Transcription Key
		References
	Chapter 19: Traumatic Brain Injury
		19.1 Introduction
		19.2 The Nature of Pragmatic Language Disorders Following TBI
		19.3 Relation Between Pragmatic Impairment and Executive Function, Memory and ToM Following TBI
			19.3.1 Executive Function
			19.3.2 Memory
			19.3.3 Theory of Mind
		19.4 The Experience of Pragmatic Language Disorders Following TBI
		19.5 The Impact of Pragmatic Language Disorders on Social Outcome Following TBI
		19.6 The Challenge of Pragmatic Language Assessment in Adults with TBI
			19.6.1 Beginning with the Individual
			19.6.2 Taking the Context into Account
			19.6.3 Measuring Pragmatic Competence
			19.6.4 Bringing Assessment Data Together and Planning Intervention
		19.7 Summary
		References
	Part III: Underserved Populations
	Chapter 20: Infants and Children Adopted Internationally
		20.1 Introduction
		20.2 International Adoption History
		20.3 Children Adopted Internationally
			20.3.1 An Overserved and Underserved Population
			20.3.2 Possible Reasons for Misidentification
		20.4 Hearing, Vision, Speech, and Feeding
			20.4.1 Hearing and Vision
			20.4.2 Speech and Feeding
		20.5 Language, Social Communication, and Cognitive Development
			20.5.1 Receptive and Expressive Adopted Language Performance
			20.5.2 Language Patterns
			20.5.3 Social Communication
			20.5.4 Cognition
		20.6 Special Considerations
		20.7 Summary
		References
	Chapter 21: Infants and Children Exposed to HIV and Substance Abuse
		21.1 Introduction
		21.2 The Nature and Extent of Early Drug and HIV Exposure
		21.3 Complex Histories Related to Drug Exposure
		21.4 Complex Histories Related to HIV
		21.5 Working with Children with a History of Drug Exposure and HIV/AIDS
			21.5.1 Case One: John
			21.5.2 Case Two: Lily
			21.5.3 Case Three: Miranda
			21.5.4 Case Four: Maximillian
		21.6 Summary
		References
	Chapter 22: Maltreated and Traumatized Children and Young People
		22.1 Introduction
		22.2 Childhood Adversity, Trauma, Abuse and Neglect
			22.2.1 What Is Childhood Adversity?
			22.2.2 Trauma
			22.2.3 Maltreatment
			22.2.4 Consequences of Maltreatment on the Developing Child
		22.3 Language and Communication in Traumatized and Maltreated Children
			22.3.1 Language and Communication Disruptions in Traumatized and Maltreated Children: What Do We Know for Sure?
			22.3.2 Structural Language in Traumatized and Maltreated Children
			22.3.3 Pragmatic Language and Social Communication in Traumatized and Maltreated Children
		22.4 Assessment of Pragmatic Language and Social Communication in Traumatized and Maltreated Children
		22.5 Intervention for Pragmatic Language and Social Communication in Traumatized and Maltreated Children
		22.6 Future Directions: Towards a Greater Understanding of Pragmatic Language in Traumatized and Maltreated Children
		22.7 Summary
		References
	Chapter 23: African American Children and Adolescents
		23.1 Introduction
		23.2 Pragmatics and Culture
		23.3 Etic Versus Emic Views of Pragmatics
		23.4 Pragmatic Language Disorder
		23.5 Social Pragmatic Communication Skills of African American Children and Adolescents
			23.5.1 Theory of Mind
			23.5.2 White American English Speech Acts in AAE Speaking Children: An Etic View
			23.5.3 African American English Speech Acts: An Emic View
			23.5.4 Speech Act Impairment in AAE Speakers
			23.5.5 African American Voice and Prosody as a Pragmatic Tool
			23.5.6 African American Voice (“Blaccent”) as a Tool for Pragmatic Performance
			23.5.7 Prosodic and Voice Impairment in AAE Speakers
			23.5.8 Conversational Discourse
			23.5.9 Narrative and Expository Discourse
			23.5.10 Discourse Impairment in AAE Speakers
		23.6 Assessment and Intervention
		23.7 Summary
		References
	Chapter 24: Children and Young People with Written Language Disorders
		24.1 Introduction
		24.2 Defining Written Language Disorder
		24.3 Pragmatic Deficits in Children and Young People with Written Language Disorder
		24.4 The Effect of Pragmatic Difficulties on Reading and Writing Performance
		24.5 Illustration of Pragmatic Difficulties in Written Expression
		24.6 Summary
		References
	Chapter 25: Children, Young People and Adults Who Use AAC
		25.1 Introduction
		25.2 The Importance of Pragmatic Skills in Individuals Using AAC
		25.3 Factors Affecting Pragmatic Skills in Individuals Using AAC
		25.4 Characteristics of Pragmatic Skills in Individuals Using AAC
		25.5 Communication Partner Skills and Attitudes
		25.6 Assessment
		25.7 Intervention
			25.7.1 Vocabulary
			25.7.2 Modeling
			25.7.3 Direct Interventions
			25.7.4 Communication Partner Instruction
		25.8 Case Study
		25.9 Conclusion
		References
	Chapter 26: Adults in the Prison Population
		26.1 Introduction
		26.2 International Incarceration Statistics for Adults
		26.3 Adult Prisoners and Disadvantage: A UK Perspective
		26.4 Young Offenders
		26.5 Physical and Mental Health Problems in Adult Prisoners
			26.5.1 Physical Health Problems
			26.5.2 Psychiatric Disorders
			26.5.3 Prisoners with Learning Disabilities
			26.5.4 Prisoners with Deafness
		26.6 Pragmatic Language Difficulties in Adults in Prison
		26.7 Experience of Entering Prison
		26.8 Foreign National Prisoners
		26.9 Older Prisoners
			26.9.1 Multi-Morbidity in Older Prisoners
			26.9.2 Mental Health in Older Prisoners
			26.9.3 Cognitive Impairment in Older Prisoners
		26.10 Older Female Prisoners
		26.11 Dying Prisoners
		26.12 Access to Healthcare for Older Prisoners
		26.13 Policy and Research Agenda for Older Prisoners
		26.14 Summary
		References
	Index