Assessing pragmatic skills in people with intellectual disabilities

Abstract

People with intellectual disabilities live with significant conceptual, social, and practical limitations that hinder the acquisition, development, and of language. Pragmatic skills facilitate interpersonal relationships, allowing for the understanding and expresión of oneself, as well as the planning, organization, and adaptation of speech depending on the context and interlocutor. These skills imply, therefore, complex higher functions that must be articulated harmoniously for effective communication. Identifying the weaknesses of people with intellectual disability in the pragmatic dimension of language enables the provision of individualized support resources to guarantee their participation and social inclusion. This study presents a systematic review based on the PRISMA guidelines, and it includes the most commonly used assessment tools for pragmatic competence in people with intellectual disabilities over time. Of the 172 articles found, 20 met the inclusion criterio and were finally reviewed. The results show a lack of conformity between instruments in the pragmatic aspects evaluated and a lack of adjustment of the evaluation tools to the characteristics of this population. Therefore, the design of new standardized tests that specifically evaluate the pragmatic skills of people with intellectual disability is required in the near future. A tailored assessment is crucial for defining a complete profile of their communication skills and generating individualized intervention and support programs.