Abstract

Some children struggle with everyday language-use activities such as telling jokes, taking turns in conversation, understanding idioms and adapting their language appropriately to the situation. The reasons behind these developmental difficulties in the contextual use of language (pragmatic language impairments) are not always clear. I will report on a study focused on primary school aged children who display pragmatic language impairments, but who do not meet formal diagnostic criteria for Autistic Disorder. The study aimed to test the theory that social cognitive difficulties underlie impairments of social interaction with peers and problems with social communication seen in children with pragmatic language disorders. I will discuss findings from the study in the context of theories of language use in autism and specific language impairment. I will also discuss some of the methodological challenges in measuring peer play skills and social cognition in this population.