Functional-Pragmatic Evaluation of Communication Skills in School-Aged Children

@article{Simon1984FunctionalPragmaticEO,
  title={Functional-Pragmatic Evaluation of Communication Skills in School-Aged Children},
  author={Charlann S. Simon},
  journal={Language Speech and Hearing Services in Schools},
  year={1984},
  volume={15},
  pages={83-97},
  url={https://api.semanticscholar.org/CorpusID:145691659}
}
  • C. Simon
  • Published 1 April 1984
  • Education, Linguistics
  • Language Speech and Hearing Services in Schools
Five receptive and five expressive considerations are presented which serve as guidelines for the selection of informal evaluation tasks. The resulting procedure provides descriptive data on a stud...
View via Publisher
18 Citations
Background Citations
3
Methods Citations
1

18 Citations

The missing link in language learning of children who are deaf or hard of hearing: Pragmatics

Early identified children who are deaf or hard of hearing who have immediate and appropriate early intervention services, have demonstrated development of language, including vocabulary development...

What? You Want Me to Do a Language Sample?

The Speech Language Program in Orange County Public Schools (OCPS) in Orlando, FL, encourages and supports the use of language sampling as part of the diagnostic and therapeutic planning for speech language impairment.

The Challenge of Assessing Language in Children With Hearing Loss.

Arguments supporting an interactional approach to assessment are presented, along with specific recommendations for the interpretation of test results, in light of recent theoretical beliefs.

Speech-Language Pathologists' Perceptions of Integrated Service Delivery in School Settings.

Results of a survey of speech-language pathologists who had adopted (i.e., adopters) or who were considering adopting (i.e., nonadopters) integrated speech and language services are presented. The ...

The Assessment of Pragmatic Skills in Young Deaf and Hard of Hearing Children.

It is recommended for pediatricians and health care professionals to monitor pragmatic developmental milestones in D HH children, to refer them for pragmatic assessments, and to collaborate with researchers to develop valid, reliable tools that adequately capture the pragmatic skill strengths and needs of DHH children.

Assessing Pragmatic Skills Using Checklists with Children who are Deaf and Hard of Hearing: A Systematic Review.

A systematic literature review was undertaken to identify all of the published research articles between 1979 and 2018 on the topic of the assessment of pragmatics for children and adolescents who are deaf and hard of hearing and provides a comprehensive guide to aid clinicians, educators, and researchers in selecting an appropriate checklist.

Reimagining Assessment of Literacy Skills for Adolescents With Intellectual Disabilities: A Tutorial for an Individualized Approach

Reading and writing are foundational skills that provide access to educational, vocational, and social experiences. However, while the gap widens between the literacy skills of individuals with…

Analysis of the Expressive Language Characteristics of Emotionally Handicapped Students in Social Interactions

Emotionally handicapped students are described as having difficulty forming peer relationships and achieving academically. Because language is critical to these areas, this research project described…

Collaborative Speech and Language Services for Students with Learning Disabilities

Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

Pragmatic development in deaf and hard of hearing children: A review

ABSTRACT Despite the advances in technology and sign language awareness, many Deaf and Hard of Hearing (DHH) children have language delays as a consequence of difficulty accessing a language model.…