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Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability.

Holck, Pernille LU ; Nettelbladt, Ulrika LU and Dahlgren Sandberg, Annika LU (2009) In Research in Developmental Disabilities 30. p.942-951
Abstract
Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n=10), children with spina bifida and hydrocephalus (SBH; n=10) and children with pragmatic language impairment (PLI; n=10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to... (More)
Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n=10), children with spina bifida and hydrocephalus (SBH; n=10) and children with pragmatic language impairment (PLI; n=10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to varying extent. Different patterns of variance were found in the groups, indicating that different underlying abilities such as reception of grammar, inferential comprehension and lexical comprehension seem to affect pragmatic ability in somewhat different ways. The results suggest that the children with CP and SBH in this study shared a number of pragmatically related traits, being more similar than would be expected according to earlier research. Finally, it is suggested that pragmatic assessment is further subdivided into a socially versus a linguistically related assessment. (Less)
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author
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organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Research in Developmental Disabilities
volume
30
pages
942 - 951
publisher
Elsevier
external identifiers
  • wos:000265888600015
  • pmid:19249190
  • scopus:64649093145
  • pmid:19249190
ISSN
1873-3379
DOI
10.1016/j.ridd.2009.01.008
language
English
LU publication?
yes
additional info
The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: The Vårdal Institute (016540000), Logopedics, Phoniatrics and Audiology (013020000)
id
a91eb1ee-a0f8-415a-9d4d-3e357be2427a (old id 1368176)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/19249190?dopt=Abstract
date added to LUP
2016-04-04 07:22:44
date last changed
2022-03-15 06:52:53
@article{a91eb1ee-a0f8-415a-9d4d-3e357be2427a,
  abstract     = {{Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n=10), children with spina bifida and hydrocephalus (SBH; n=10) and children with pragmatic language impairment (PLI; n=10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to varying extent. Different patterns of variance were found in the groups, indicating that different underlying abilities such as reception of grammar, inferential comprehension and lexical comprehension seem to affect pragmatic ability in somewhat different ways. The results suggest that the children with CP and SBH in this study shared a number of pragmatically related traits, being more similar than would be expected according to earlier research. Finally, it is suggested that pragmatic assessment is further subdivided into a socially versus a linguistically related assessment.}},
  author       = {{Holck, Pernille and Nettelbladt, Ulrika and Dahlgren Sandberg, Annika}},
  issn         = {{1873-3379}},
  language     = {{eng}},
  pages        = {{942--951}},
  publisher    = {{Elsevier}},
  series       = {{Research in Developmental Disabilities}},
  title        = {{Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability.}},
  url          = {{https://lup.lub.lu.se/search/files/5136390/1428909.pdf}},
  doi          = {{10.1016/j.ridd.2009.01.008}},
  volume       = {{30}},
  year         = {{2009}},
}