Semantic Pragmatic Disorder Post 2

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Hi, I posted down below about SPD. Just interested to hear if anyone has any kids with SPD and how they're getting on. No replies yet

My son had a speech delay -didn't talk until 2and a half. He has AS and some pragmatic issues regarding literal thinking, and many misunderstandings regarding nonverbal communication. I know others on here have had therapy for pragmatic issues.

BTW, I sometimes reply to my own post to bump it up if I don't get a response and other posts are piling in. Hopefully this time you will get more replies. Thanks for not giving up.

I saw your post earlier, but didn't reply bc we have had only pragmatics issues with AS, and I'm not sure what Semantic-Pragmatic Disorder is and how it is different or the same.

Ahh, in that case, probably most of us have experience with this even if many of our kids have other issues in addition to this.

In my son's case we are making slow progress. Some language issues are easier learned than others, and it probably depends on the child. My son can learn the grammatical types of pragmatic language better than the rest because he thinks hyperbole and metaphors and similes are funny.

Understanding the social aspect of vocabulary--not so much. He's been improving in social nicety type words like usage of "thank you" and "please," but that has been slow, too, and it is a rote thing. He does not understand the "why" behind social lubrication, and you can always tell when he really means "Thank you," and when he doesn't. When he doesn't, you can see the confusion about saying it.

Let us know if you have specific questions.

I don't know that we experience too much trouble with the semantic side of things (DS does like to take things literally, but is aware of things like context and understands that meaning is flexible.) However, my son does struggle with pragmatics and has come a very long way with just a few years of therapy.

I believe I also had a pragmatics deficit as a child, and I learned a lot in college during theater classes that focused on "analyzing a script" for "subtext." This is essentially the same as what they teach in pragmatic speech class: teaching students to look for cues in word choices, tone of voice, and facial and body expressions to figure out the actual meaning.

After the ADOS, our developmental psychologist asked for additional speech testing for my on, where they discovered the deficit. I highly recommend observing the test if you can - it was enlightening for me as a parent. I had no idea that my smart, hyperverbal son was having so much difficulty both understanding and communicating. The test also breaks down pragmatic communication into specific components, so you can figure out exactly where the deficit lies. It's done by a speech therapist, and usually is offered by your public school system.

Right - and you are a prime example of how this can be a learned skill.

I completely agree with you!

Hi there. I've only just found this forum so am only reading some of the threads on semantic pragmatic disorders. My son was diagnosed with this when he was 6. He is now 19. He had speech therapy and occupational therapy as he had language issues as well as fine and gross motor skill problems. I remember never quite being able to put my finger on what it was but as he was a twin I really did notice development delays. Id didn't like to compare but it's hard not to when he showed amazing talent for some areas such as memory and yet couldn't grasp some common sense issues. I hate labels so I didn't look for a diagnosis to label my son. I simply wanted to understand some of his behaviour as he was a placid happy baby but had speech delays and lots of frustration and anger at himself. I wanted to learn how I could assist, So when we finally had him diagnosed with SPD it really helped me understand why he struggled to make sense of things and why even to this day he struggles with social interaction; eye contact and affection. He went to a mainstream school for primary and secondary and is now in university and doing well. I believe he has learned to manage a lot of things but does regress when major changes occur in life. Overall he's doing great and has a great circle of friends and hobbies. I often used to think he may be an Aspie but I do now understand, this dx really does describe him and how he interprets things. I have never told him he has a disability. I've just said he has a different way of interpreting information and that we are all different and unique. Now, I'm wondering do I share with him all the detailed reports from the medical practitioners along the way? Would he benefit now from understanding there is a name to this disorder or it best to leave him thinking it was a delayed communication issue that he has been able to handle (which is true). I just don't know now if he still finds it difficult to process information. He does well at uni but has he just found a way to work around the learning system and therefore why am a I even worrying for him? I do find it hard to communicate with him, but that's more to do with him being a typical teenager not wanting to talk to his Mum.

This is tough, because from what I have read, the teen years are usually not a great time to share this kinf of stuff, b/c they can get defensive about it. Yet, it is probably information he should have. Do you have conversations with him about things like emotions or just "deep" kind of conversations. I think I would try to have several "heart-to-heart" conversations with him first, if possible. Feel him out and try to create a context for dropping it on him.

***I had no idea what was going on with me as a child, and it would have saved a lot of time and aggravation if I had figured out my deal earlier.

***We are still at the "unique and different" "no label" part of the explanation with my son because he despite massive clues doesn't really see how other people are different from him, (or care) and I have had trouble getting him to talk about it. This reminds me, at some point soon, I need to try to revisit it with him.

At some point, a child who's been through therapies and diagnostic testing must have some awareness that there's something. Have you asked if he wants to know? You might simply say that if he ever is interested about the specific ways in which he's different, you have the assessments and will be happy to share them with him whenever he wants.

If he's doing well, the only reason to share the information is because it is technically his. He should have some say over whether or not he wants to know at age 19, or how to access the information if he changes his mind later.