Semantic/Pragmatic Language Disorders
These children take everything literally. They do not understand when you are joking or teasing, and can become very defensive, or clueless. Everything is black and white to them and very concrete.
Here are some links and suggestions for testing below.
Special Education Consultant/Advocate
GA Advocacy Office PLSP I Graduate
1105 Rock Pointe Look
Woodstock, GA 30188
Social Communication Tests
What is Semantic-pragmatic Disorder?
Semantic and Pragmatic Difficulties
AND SEMANTIC-PRAGMATIC LANGUAGE DISORDER
Conversational characteristics of children with semantic-pragmatic disorder.
SEMANTIC PRAGMATIC IMPAIRMENTS INFORMATION SHEET http://www.mugsy.org/spd5.htm
Pragmatics, Socially Speaking
Pragmatic Language Tips
Questioning the validity of the semantic-pragmatic syndrome diagnosis
The Social Thinking Philosophy
Semantic Pragmatic Disorder
Can Social Pragmatic Skills Be Tested?http://www.iidc.indiana.edu/irca/communication/socialpragmatic.html
Social Pragmatic Language Disorder
I had a client get an excellent Semantic/Pragmatic evaluation from their school system. The SLP (Speech/Language Therapist)administered the following Formal tests:
CASL (Comprehensive Assessment of Spoken Language) - the entire test was administered to show child's strengths and weaknesses,
TLC (Test of Language Competence Expanded Edition),
The Listening Test, TOPS (Test of Problem Solving),
Informal Tests - She also did three informal functional pragmatic language assessments.
She read this child two stories to see if he could meaning out of these stories. Keep in mind this is very smart 10 year old with excellent verbal skills who has AD/HD and possible Aspergers. She read him the "The First Snow" by David Christiana and it was chosen for its abstract content. The 2nd book was "The Enormous Crocodile" by Ronald Dahl. This book is also fiction but less abstract than the first book requiring much less inferential knowledge. This child had extreme difficulty with the first book and understanding the meaning of the story, he didn't get it. 2nd book, he had no problems.
Peer Interaction - Barrier Game
The initial activity with this child and a peer was a barrier game in which they were each given a variety of objects, blocks, and shapes of multiple colors. Each child had the exact same objects and colors then a barrier was placed between them. The tasks was for Child A to first build a structure using the blocks and objects and describe his structure in such a way that Child B was able to build the same exact structure. The second task was for Child A to listen to Child B describe how to build the structure and again have the same structure when completed. Throughout this task it is both Child A and Child B's responsibility to ensure that communication is occurring in such a manner that they are successful in their buildings. Only verbal communication can be used with no use of hand gestures. Repair of breakdown of communication must also be verbal. This exercise can be used to show how difficult it is for a child with Pragmatic language issues to communicate successfully with his peers.
Child A and Child B were asked to learn three things about each other that they could report back to the therapist. The therapist left the table and went to her desk as a way of requiring the two to communicate without external assistance.
Not only did this therapist give us the test results of all the Formal and Informal tests, she provided clear examples of this child's extreme pragmatic language deficits by giving us the questions and some of his "unusual and inappropriate" responses from each of these tests. This helped the parents (and teachers) understand how this disorder is affecting this child.
A SLP can also administer the TOPL (Test of Pragmatic Language), and there are Informal Pragmatic Language Rating Scales that can be given to teachers and parents to fill out.
So make suggestions of tests to be used, and ask for a very comprehensive evaluation!