Pragmatics is the area of language function that embraces the use of language in social contexts (knowing what to say, how to say it and when to say it, and how to "be" with other people). Children with pragmatic difficulties have great trouble using language in socially appropriate ways. They often do not understand that we take turns to talk, and they will "talk over the top of you" at times, or, at other times respond to what you say with inappropriate silences or in a voice that is too quiet. They may interrupt excessively and talk irrelevantly or about things the listener shows no interest in. Their communicative behavior often appears rude and inconsiderate.

A person with a pragmatic disorder often does not assume prior knowledge of the listener, therefore the conversation is one-sided and extremely detailed. Many times they launch into a long discussion without describing in sufficient detail the participants, location and general background of their story. They can go on far too long telling stories and include so much detail that the listener becomes disinterested.

• knowing when to answer and ask a question in context;
• being able to participate in a conversation by taking turns with the other speaker;
• the ability to notice and respond to the non-verbal aspects of language (reacting appropriately to the others' body language and mood, as well as their words);
• awareness that you have to introduce a topic of conversation in order for the listener to fully understand;
• knowing which words or what sort of sentence-type to use when initiating a conversation or responding to something someone has said
• the ability to maintain a topic (or change topic appropriately, or "interrupt" politely);
• the ability to maintain appropriate eye contact (not too much staring and not too much looking away) during a conversation; and 
•  the ability to distinguish how to talk and behave toward different communicative partners (formal with some, informal with others).

ACCESS speech therapists specialize in teaching students to "use" language in functional settings. Students learn to use language in social situations by simulating social settings in the therapy session. Therapists also accompany students into the community to practice skills. 

Social Skills Developmental Milestones:

By 1:

• smiles spontaneously
• responds differently to strangers than to familiar people
• pays attention to own name
• responds to "no"
• copies simple actions of others

By 1 or 2:

• recognizes self in mirror or picture
• refers to self by name
• plays by self; initiates own play
• imitates adult behaviors in play
• helps put things away

By 2 or 3:

• plays near other children
• watches other children; joins briefly in their play
• defends own possessions
• begins to play house
• symbolically uses objects, self in play
• participates in simple group activity
• knows gender identity

By 3 or 4:

• joins in play with other children; begins to interact
• shares toys; takes turns with assistance
• begins dramatic play, acting out whole scenes

By 4 or 5:

• plays and interacts with other children
• dramatic play is closer to reality, with attention paid to detail, time and space
• plays dress-up
• shows interest in exploring sex differences

By 5 or 6:

• chooses own friends
• plays simple table games
• plays competitive games
• engages in cooperative play with other children involving group decisions, role assignments, fair play, etc...