Pragmatic language ability in a group of adolescents with traumatic brain injury

Abstract

Traumatic brain injury (TBI) can result in a wide range of physical, cognitive, perceptual and communication consequences. When the TBI is acquired in childhood or adolescence, not only can existing abilities be affected, but the further development of abilities may be also be disrupted. Therefore the effects of a childhood TBI can reach far into the future. Pragmatic language refers to the social use of language, and includes the communication behaviours needed to interact effectively with others. The main aim of this study was to describe the pragmatic language abilities of a group of adolescents with TBI. Using a descriptive, retrospective, cross-sectional design, the pragmatic language abilities of a group of five adolescents with TBI were analysed in-depth, in the context of reports of their executive function. A combination of existing and adapted, standardised and non-standardised assessment techniques was used to assess the adolescents, as well as elicit the views of parents and teachers regarding the adolescents’ pragmatic abilities. The standardised assessment tools revealed pragmatic language deficits for all of the adolescents. The non-standardised assessment tools enhanced the descriptions of the adolescents’ pragmatic abilities, providing additional insights into the adolescents’ difficulties as well as useful starting points for intervention. The pragmatic difficulties were discussed in terms of the executive deficits reported for all the adolescents. The study strives to broaden the understanding of the effects of pragmatic language deficits on the adolescents and those around them. For adolescents with TBI, detailed descriptions of their pragmatic language abilities can lead to a deeper understanding of both their pragmatic strengths and weaknesses, which in turn can result in more meaningful assessment, more successful intervention, and better outcome measurement. Copyright