Pragmatics and Early Childhood Language Disorders: Communicative Interactions in a Half-Hour Sample

Abstract

An early childhood language analysis and intervention program, based on two models of pragmatics, is described. The theoretical constructs of each pragmatics model are described first, followed by a discussion of how the clinicians in the program translate these constructs into procedures for the analysis of and intervention with language disorders in preschool-aged children. Mention is made in conclusion of the limitations within which the program operates.