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Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home.

As pragmatic language is a complex construct, it is proposed that clinicians and researchers reconsider the working definition of pragmatic language and the operationalization thereof in assessments.This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism.Ī sample of 71 children with autism were randomized to an intervention-first group ( n = 28 analyzed) or waitlist-first ( n = 34 analyzed) group. The findings support the notion that pragmatic skills may improve following a play-based intervention that is characterized by didactic social interaction. Both children with and without structural language difficulties improved significantly from pre- to post-intervention using S-MAPs only children with structural language difficulties improved significantly using PP. The pragmatic language of children with ADHD improved significantly from pre-post intervention as measured by both the PP and S-MAPs. Children's structural language was also screened and compared against their pragmatic language skills pre-post play-based intervention. Pragmatic language was measured using the Pragmatic Protocol (PP) and the Structured Multidimensional Assessment Profiles (S-MAPs). Participants were children (aged 5-11 years) diagnosed as having ADHD (n = 14) and their self-selected typically-developing playmate. This study aimed to examine the pragmatic language exhibited in a peer-to-peer interaction between the children with ADHD and their playmates following a pilot play-based intervention. Children with Attention Deficit Hyperactivity Disorder (ADHD) commonly experience significant pragmatic language deficits which put them at risk of developing emotional and social difficulties.