Exploring Pragmatic Language Skills in Youth with Down Syndrome

Background Pragmatic language is an area of language that is vital to daily social communication. Previous research has identified a unique profile of language in individuals with Down syndrome (DS). However, there is limited research on pragmatic skills in youth with DS. This study first aimed to identify a pragmatic profile of youth with DS, including areas of strength and areas of difficulty. Further, the literature that is available on the pragmatic skills of individuals with DS is restricted in age range, which limits our understanding of if/how these skills emerge and change across development. Therefore, the second aim of this study was to examine how pragmatic skills relate to chronological age in youth with DS ages 6-16 years. Method Parents of 23 youth with DS ages 6-16 years participated in this study. Parents completed the Children's Communication Checklist – 2nd Edition (CCC-2). The pragmatic skills that were assessed were initiation, scripted language, context, nonverbal communication, social relations, and interests. Results Relative strengths include interests and nonverbal communication. Areas of relative difficulty include initiation and context. Some pragmatic skills have a positive correlation with chronological age (e.g., nonverbal communication and social relations) while other skills have a negative correlation with age (e.g., initiation and scripted language). Conclusions This study expands previous research by examining the pragmatic profile or youth with DS and identifying their relation with chronological age. Results suggest that there are strengths and weaknesses within the pragmatic profile. Results also suggest there are both positive and negative correlations between pragmatic skills and age. Targeted interventions are needed to strengthen and support pragmatic language skills in youth with DS. Keywords Down Syndrome, Pragmatics, Language, Social Communication, CCC-2