Volunteers required - pragmatics questionnaire

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Dear all, My name is . I am an ABA lead tutor who has worked and studied in the field of neurodevelopmental disorders (particulary autistic spectrum disorders) for many years. I am currently undertaking a PG Cert Asperger Syndrome through Sheffield Hallam University and am carrying out a piece of research looking into pragmatics/ social skills of individuals with AS and HFA. I am sending out a questionnaire for anyboby to complete who has a child with AS or autism. With the results of the questionnaire I am devising a booklet to help parents support their children's pragmatic needs which shall be distributed to all

who complete the questionnaire. All details are confidential and will be treated in the strictest of confidence. Please send completed questionnaires back to: creative-learning@... Many thanks, (MSc, BSc hons) CHILDS DETAILS AGE: GENDER: DIAGNOSIS PRAGMATICS QUESTIONNAIRE (Written by MSc, BSc) Please complete questionnaire in full with true (T) or false (F) or not applicable (NA) SPEECH Speech is fluent and well articulated People can virtually understand everything said. Speech sounds are frequently mispronounced or immature. Speech in sentences is much harder to comprehend than speech in single words. Intonation is varied and appropriate. Intonation is flat. Frequently asks questions Repeats phrases from tv frequently in conversations in an odd/ inappropriate manner. Speech appears adult like COMPREHENSION Understands literal language Understands non-literal language Understands inappropriate and appropriate conversation Understands reciprocity of verbal and non-verbal conversation Understands "wh" questions: where/ who/ when/ why Can hold and understand a two-way

conversation regarding non-specialist topic. Understands and uses literal language. Understands and uses non-literal language. COMMUNICATION Child prefers to communicate (and is clearest) by e-mail/ written form Child prefers to communicate (and is clearest) by telephone Child prefers to communicate (and is clearest) in person Child doesn't have a preferred method of communication. Can take turns appropriately in conversation. Focuses conversation around specialist interest. Listens and responds appropriately to conversation on non-specialist topic. FLEXIBILITY – compromise Is able to be flexible in taking turns. Shows flexibility in ability to share toys/ tokens for game etc. Gets emotionally distressed if have to compromise. Has a broad range of interests. FLEXIBILITY – control Is bossy/ controlling. Is judgemental/ teases others if lose game etc. THEORY OF MIND/ ANXIETY/ EMOTIONS Can read other people/ understand other persons view. Has many friends Has one special friend Has interest in other people.

Child gets anxious easily Anxiety is provoked by change Understands emotion. Cannot empathise with others. Intellectualises feelings of self/ others/ is robotic like in emotional comprehension Predicts and understands emotions/ reactions of others. BODY POSITIONING Has a good sense of personal space Uses gestures Uses gestures appropriately. Decodes facial expression/ body language of others. PRAGMATICS HELP Visuals help decrease anxiety Verbally describing sequence of events helps overcome anxiety. Comprehension is best using fewer words. Comprehension is best combined visuals. Written lists are beneficial. Planning together helps reduce anxiety. Play dates help social skills. SOCIAL LANGAUGE GROUPS Child attends social language groups Child has speech therapy Child practices question asking in organised manner (e.g. focus work on "wh" questions) Child has social stories Child responds well (understands and applies actions) to social stories. 'What strategies have you found to be helpful in supporting your child's language and communication skills?' Thank you for taking time to complete this questionnaire

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