Pragmatics is the social use of language; some would call pragmatics “social skills.” Pragmatic skills are taught across the ACCESS curriculum. We provide a safe and supportive environment in which to learn and use pragmatic skills by modeling appropriate social behaviors and setting up situations for children to learn and practice social skills.

Learn more about our after-school pragmatics groups here.

Pragmatic skills include the use of body language, non-verbal communication, facial expressions and tone of voice. Good manners, eye contact, paying attention and conversation skills are all addressed through pragmatics lessons.

The highest form of language and thought, meta-linguistics and meta-cognition, are used when engaging in pragmatic skills. Therefore, children with language impairments or autism spectrum disorders are pragmatically impaired. Children with learning disabilities or mental retardation may also struggle with pragmatic skills.

Some characteristics of impaired pragmatic skills include being overly friendly, bossy, withdrawn, self-centered, impolite, overly personal, too loud, too quiet, gruff, blunt and/or nosey; displaying impaired attention, poor eye contact, poor hygiene and/or a sloppy appearance; not taking turns and not giving others personal space; and struggling with conversation.

Some pragmatic functions include:

•    Gaining attention in an appropriate way
•    Using others as a reference or resource
•    Appropriately expressing emotions
•    Expressing pride in accomplishments
•    Directing or following a peer

Some pragmatic skills include:

•    Attending to the speaker
•    Taking conversational turns
•    Maintaining a topic
•    Changing a topic
•    Clarifying a statement
•    Questioning
•    Indirect requests

Pragmatics and Play

All young mammals play; play is a child’s work. Through play, children learn and refine social skills, such as suppressing aggressive tendencies, gauging intentions, negotiating and reading nonverbal cues.