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DOI: 10.1177/152574010102300103 Pragmatic Language Intervention for Children with Language and Emotional/Behavioral DisordersWestern Michigan University, yvette.hyter{at}wmich.edu
University of Wisconsin-Whitewater
Wichita State University
Topeka Public Schools
Wichita Public Schools Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program suggested that the classroom-based pragmatic language intervention may have positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate with others.
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