This study aims to investigate the practice patterns used by Portuguese speech-language pathologists (SLPs) with preschool-age children with pragmatic impairment and to identify the actual need(s) perceived by SLPs in this field. A total of 351 SLPs responded. The results reveal that 81.5 per cent of the respondents (n=286) reported working or had previously worked with preschool-age children with pragmatic impairment arising from autism spectrum disorder, developmental language disorder, or both. Considering the clinical practice, similarities and differences were found, many of which are due not to the inherent characteristics of each disorder but to the scarcity of research in clinical pragmatics. These results are also reflected in the needs perceived by SLPs and the degree of confidence with which they work with these children. Implications for clinical practice and directions for future research are discussed.

This systematic review synthesizes the empirical literature examining pragmatic language in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a taxonomy of pragmatic language, we compared the pragmatic language profiles of children with ADHD to those of typically developing (TD) children and children with autism. Three databases were searched up to October 2019: PsychInfo; PubMed; and CSA Linguistics and Language Behavior Abstracts. We included 34 studies reporting on 2,845 children (ADHD = 1,407; TD = 1,058; autism = 380). Quality and risk of bias assessments included sample size and representativeness; measure reliability and validity; and missing data management. Children with ADHD were found to have higher rates of pragmatic difficulties than their TD peers. Specific difficulties were identified with inappropriate initiation, presupposition, social discourse, and narrative coherence. Children with ADHD appear to differ from those with autism in the degree of their pragmatic language impairments. General language skills contribute to, but do not explain, pragmatic difficulties in samples of children with ADHD. Though the extant evidence is limited, a preliminary profile of the pragmatic language impairments in children with ADHD is indicated. This supports a call for evidence-based interventions that include pragmatic language skills training.

In this review, I summarize observations suggesting that social cognition deficits are an important element of the neurodevelopmental morbidities of children with congenital cardiac malformations. Referred to as “theory of mind” deficits, they pertain to the ability to “read” other people, that is, to infer their internal states and thus to interpret their actions appropriately. I also hypothesize that children with such congenital cardiac malformations have difficulty identifying and describing their own internal states, which is referred to as alexithymia. These hypotheses are based on data collected as part of a prospective study of the neurologic outcomes of children with concordant atrioventricular and discordant ventriculo-arterial connections, or transposition. On a variety of tasks that assess pragmatic language and discourse skills, such as elicited personal narratives, free play with a parent, and written narratives, the children consistently performed below age-expected levels and in ways that suggested the presence of “theory of mind” deficits. Their narratives lacked coherence, failed to include critical information required by a listener, and made infrequent reference to internal states. In ongoing evaluations of the children as adolescents, we are testing these hypotheses more systematically by administering several instruments specifically developed to assess “theory of mind” and alexithymia.