Pragmatic Language

Pragmatic language (also known as social communication) is a fundamental component of language. It refers to the way we use language in social settings. The following three skills are involved in social communication:

The ability to use language for different reasons

• Saying "hello" and "goodbye"

• Informing: "I am going to get something to eat."

• Demanding: "Give me something to eat!"

• Promising: "I am going to get you something to eat."

• Requesting: "May I have something to eat please?"

The ability to change language with respect to the listener

• Using different language when talking to a teacher versus a baby

• Talking differently in the cafeteria versus the library

The ability to follow rules for conversations

• Turn-taking

• Staying on topic

• Respecting personal space

• Good eye contact

• Facial expressions

• Body language such as waving, pointing

While children learn to express wants, needs, and ideas through language, they will likely break some social communication rules. If he or she has great difficulty learning and following pragmatic language rules, the individual may have a communication disorder. The following chart offers guidance on what pragmatic language skills should be achieved from birth to 3 years.

Age	Skills
0-3 months	smiles/coos in response attends to eyes and mouth has preference for faces exhibits turn-taking
3-6 months	laughs while socializing maintains eye contact appropriately takes turns by vocalizing maintains topic by following gaze copies facial expressions
6-9 months	calls to get attention demonstrates attachment shows self/acts coy to Peek-a-boo (first true communicative intent) reaches/points to request
9-12 months	begins directing others participates in verbal routines repeats actions that are laughed at tries to restart play uses play routines to give & take, build & bash vocalizes with gesture to protest, reject, request objects or action, call, express feelings, notice/comment, respond to others, refuse *frequency of communicative acts = 2.5/min of free play
12-18 months	imitates routines imitates other children uses words to protest/reject, greet/call, respond to others, label/notice, request objects/action, express feelings/wants controls behavior of self and others responds to adult conversational attempts but not contingent closer to 18 months, uses words to: request information, initiate pretend play, comment/tell info, acknowledge/answer *Frequency of communicative acts: 5 min/of free play time
18-24 months	Uses longer utterance (2-3 words) to express intentions: protest/reject, greet/call, respond to others, label/notice, request object/action, express feelings, request information, initiate pretend play, comment/tell info, acknowledge/answer practices familiar conversational frames and schema (book reading routine, go to restaurant schema). * Frequency of communicative acts: 7.5/min
24-30 months	"please” used for polite requests new intents include: symbolic play, talk about absent objects, misrepresenting reality (lies, teases) narratives are “heap stories”, primarily labels and descriptions uses speech to announce intentions takes two turns in conversation verbally introduces and changes topics uses words to express emotion begins to give descriptions to aid listener clarifies by repeating requests clarification
30-36 months	converses in sentences attempts to control situations verbally uses polite “nice” intonation patterns responds to requests to clarify apologizes by saying “I’m sorry” topic continuation near 50% topics are continued by adding new information use of language in play increases narratives are “sequences,” with theme, but no plot. ToM: understands that others can want different things (passes a “diverse desires” task at about 3 ½ years of age)

Taken from the Hierarchy of Social/Pragmatic Skills as Related to the Development of Executive Function created by Kimberly Peters, Ph.D.

Some of the difficulties a child may have if he or she has a pragmatic language delay or disorder include making friends, maintaining friendships, telling stories that make sense, talking to teachers.

If you are concerned about your child's social language development, it is recommended that you contact a speech-language pathologist (also known as a speech pathologist, SLP, speech therapist). Jessica Boehm, the owner of Roswell Speech Therapy specializes in all areas of language. She has a long history of working with clients who have difficulty with pragmatic language. Contact us for a free consultation.