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Pragmatic Language Impairment

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Research in Clinical Pragmatics

Part of the book series: Perspectives in Pragmatics, Philosophy & Psychology ((PEPRPHPS,volume 11))

Abstract

Pragmatic Language Impairment (PLI) has a long history of differing terms and definitions. Currently, it is known under the diagnostic label Social Communication Disorder in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, Diagnostic and statistical manual of mental disorders. Fifth edition. American Psychiatric Publishing, Arlington, 2013). Its main symptoms are deficits in using communication for social purposes, an impaired ability to change communication to match context or the needs of the listener, difficulty following rules of conversation and storytelling, and difficulty understanding what is not explicitly stated. Due to a lack of clarity around the terminology and diagnostic criteria for PLI, there is still debate whether it is in fact a language disorder or an autism spectrum disorder, and whether PLI should be a separate diagnostic entity. As such, our understanding of PLI on the level of etiology, clinical profile, prognosis and treatment is limited. In addition, the absence of reliable, ecologically valid instruments to assess pragmatic functioning hampers progress in this regard, although recently there has been an increase in research into both diagnostic tools and potential interventions.

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Authors and Affiliations

  1. Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands

    Mieke P. Ketelaars

  2. Research Development & Innovation, Dr. Leo Kannerhuis, 62, Houtsniplaan 1, Doorwerth, 6865 ZH, The Netherlands

    Mariëtte T. J. A. Embrechts

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  1. School of Arts and Humanities, Nottingham Trent University, Nottingham, United Kingdom

    Louise Cummings

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Ketelaars, M.P., Embrechts, M.T.J.A. (2017). Pragmatic Language Impairment. In: Cummings, L. (eds) Research in Clinical Pragmatics. Perspectives in Pragmatics, Philosophy & Psychology, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-47489-2_2

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