Today, the awareness of social language disorders (or pragmatic disorders) is continuously growing. Increasingly, speech and language pathologists will regularly ask questions about various sources and forms of social language Development Tests.
Social Language Development Tests assess a student’s social language use skills and address their capability to envision someone else’s point of view and perspective, to make inferences correctly, to be able to negotiate in conflict situations, to be flexible when it comes to interpreting situations, and their capacity to support friends in a diplomatic way.
Most Social Language Development tests include four subtests of which most are subdivided again into various tasks. The four main testing subject areas are:
The test Making Inferences plays an important role and deal with a student’s will and ability to infer what the person in a picture is thinking as well as document visual cues that helped him or her to come up with that inference.
On this task, errors can be caused by a student’s difficulty to correctly assume the first-person perspective (for example, “Say you’re this person” or “What do you think?”) and inferring, or guessing, what the person in the picture could be thinking. Errors may also be caused by vague, unrelated answers that haven’t taken into account the person in the picture’s context or surroundings, and the emotions visible through their body (non-verbal) language.
Errors may be caused by a student’s inability to coherently or correctly verbalize his or her answers, often resulting in vague or unrelated responses that haven’t taken into account body and/or facial expressions. This is important at all ages, but at the early ages, students are still more flexible and better results may e achieved.
Interpersonal Negotiations assesses to what extent a student is capable of resolving personal conflicts when visual stimuli are absent. Students will be asked to describe a problem from a first-person perspective (for example, by pretending the issue at hand happens between you and your friend). Then they are asked to come up with an appropriate solution for the issue and to explain why the chosen solution is a good or the best solution. But parents, keep in mind that actually, YOU the parents, are your child’s first educators. School teachers show up later in their young lives.
Errors may be caused by a student’s difficulty to recognize that there is any problem at all in the given scenarios. Errors may also come from a student’s difficulty to state the problem at hand from a 1st-person perspective. The result of this is that the student may initiate his or her response with references to other persons rather than themselves. (for example, “The other person won’t walk”).
Errors may also be caused by a student’s attempts to come up with a solution to the issue at hand without recognizing or seeing that there is a problem in the first place. Errors can be caused by providing irrelevant, ineffective, or inappropriate solutions that are lacking a mutual solution or decision that’s based on dialog.
The section Multiple Interpretations assesses a student’s flexible thinking skills by providing two unrelated interpretations, that both are plausible, of something that happens in a photo. At this test, errors may be caused by a student’s inability to come up with two different explanations of what’s happening. Consequently, the student may come up with irrelevant, odd, or vague interpretations of what happens in the picture without realizing or reflecting on what’s really going on.
Supporting Peers assesses a student’s capability, when there is a situation with one of his friends, to take the perspective of the other person and then state something supportive of his friend’s situation. The student will be asked to come up with a “white lie” instead of hurting the person verbally or emotionally. This underscores one more time the importance of teaching literacy. General Literacy development is a great help to learn students come up with reasonable solutions in all circumstances.
Errors may be caused by the student’s difficulty to appropriately criticize, complement, or talk to and with his peers. Students who tend to be quite or excessively thoughtless, blunt, or tactless when it comes to how their words may affect others, generally do pretty poorly on this test. There could, however, also be situations when high scores on this section could raise some eyebrows. I guess we’re all aware of the crucial role that parents and families play in language and literacy development.