Semantic Pragmatic Disorder

Description

Semantic = the relationship between words or sentences and their meanings

Pragmatic= making language work in context

Semantic Pragmatic Disorder is a communication disorder.

This condition can be described as the 'outer spectrum of Autism', as Autistic pupils will all have semantic pragmatic difficulties.

Fact sheets

Training / Help

SEaTSS can support students with this condition.

To refer to SEATSS please use this link:

https://eforms.redbridge.gov.uk/single-point-of-access-referral-form-for-education-support/

Videos

10 year old boy with Asperger’s Syndrome

A ten year old boy talking on this clip demonstrating his ability to recall facts and information, but having some difficulties with answering less direct questions.

Learning Aids

Free Interactive Timetable

Available from: Free Interactive Timetable

Produced by the Down's Syndrome Association, this program can be downloaded and used to easily produce timetables with pictorial clues for young children and those with more complex difficulties. These timetables are great for sequencing simple events to aid memory…

Illustrations

Useful tip when wearing masks

Full Size image

Frequently Asked Questions

Can students with Semantic Pragmatic Disorder be good at speaking?

Students with S.P.D have a different style of learning language, and tend to memorise rather than knowing individual words. They can learn whole chunks of adult phrases, and because they are unsure which are the important elements they tend to learn everything accurately including intonation and the accent of the speaker.

They can say much more than they understand, but they can speak in a flat or 'sing songy' voice when echoing other people's language.

Some students can present as egocentric as they only understand language from their own perspective.
What are signs of Segmantic Pragmatic Disorder in Primary aged children?
- Fluent speaker but only wants to talk about subjects that interest them
- Doesn't take turns in conversations
- Poor eye contact/ facial expressions
- Difficulty with abstract concepts
- Doesn't ask the teacher for help
- Can sound too grown up
- Can appear rude
- Obsessional questioning, answers don't satisfy
- Good at maths but difficulty with abstract symbols eg = X
- Poor judge of personal space
- Naive
- Distractible
- Dominates play or prefers to play on his own
- Dislikes crowds eg assembly, parties
- Difficulty with school dinners
- Little empathy
What strategies can I use when supporting a pupil with Semantic Pragmatic Disorder?
give the child practical, hands-on tasks
provide a quiet, orderly environment
use visual clues whenever possible
break instructions into short sentences
keep to classroom routines as much as possible and help them to cope when change is unavoidable
avoid abstract concepts whenever possible (the child probably won’t understand ‘guess’ or ‘pretend’ and will find time words, such as ‘long ago’, problematical)
give literal instructions eg. ‘put the puzzles in the cupboard’ rather than ‘tidy away’
help them to learn strategies for socialising
provide them with a visual written or pictorial timetable
explain metaphors, sarcasm and jokes when they are used
build on their special interests
follow any given programmes such as from the speech and language therapist
give constant encouragement and praise.

What are signs of Segmantic Pragmatic Disorder in Nursery aged children?

Difficulty with play /negiotiation/sharing with other children
Social geeetings- needs to be prompted
Echoes conversations, stories, TV programmes
Only watches cartoon TV or animal programmes
Prefers to 'read' particular books
Delayed fine motor skills
Tamtrums prolonged
Good at jigsaws, colours, numbers and shapes
Dislikes dressing up
Prefers helping to play
Very active
Obsessional interests

What are the observable characteristics of Semantic Pragmatic Disorder?

Pupils can:

Sound very grown-up
Be fluent speaker, but on a topic of their choice
Difficulties giving specific information on one event
No appropriate eye contact / facial expression exchange
Difficulties with abstract concepts (next week; guess)
May not ask for help
Can appear rude, arrogant, gauche
Late reader or very early reader, but little understanding
Can contrast between being a loner / over friendly
Can be anxious in crowds
Struggle with team games
Very active or over passive

Family Resources

Contact a family

Website:: http://www.cafamily.org.uk/
Description: A UK wide charity providing advice, information and support to parents of all disabled children.