Pragmatic Language Intervention for Children with Language and Emotional/Behavioral Disorders

Abstract

Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program suggested that the classroom-based pragmatic language intervention may have positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate with others.