اللغة البراجماتية وعلاقتها ببعض اضطرابات النطق لدى الأطفال ذوي الإعاقة العقلية البسيطة

أولا: المراجع العربية:

إيهاب عبدالعزيز الببلاوي (2005). مقياس کفاءة النطق المصور. الرياض: دار الزهراء.

رأفت عوض خطاب (2012). فاعلية برنامج تدريبي يقوم على مفاهيم نظرية العقل لتنمية التواصل الاجتماعي في تطوير مهارات التفاعل الاجتماعي لدى الأطفال التوحديين. مجلة الإرشاد النفسي، مرکز الإرشاد النفسي، 20، 108- 186.

ثانيا: المراجع الأجنبية:

Boje, S (2009). Constructing clinical judgments about preschool pragmatic language skills: An action research study. Ph.D. Thesis. University of  Rochester.

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Diken, O. (2014). Pragmatic Language Skills of Children with Developmental Disabilities: A Descriptive and Relational Study in Turkey. Eurasian Journal of Educational Research, 55, 109-122.‏

Estigarribia, B., Martin, G. E., Roberts, J. E., Spencer, A., Gucwa, A., & Sideris, J. (2011). Narrative skill in boys with fragile X syndrome with and without autism spectrum dis5order. Applied Psycholinguistics, 32(2), 359–388.

Hoffmann, A., Martens, M. A., Fox, R., Rabidoux, P., & Andridge, R. (2013). Pragmatic Language Assessment in Williams Syndrome: A Comparison of the Test of Pragmatic Language—2 and the Children's Communication Checklist—2. American Journal of Speech-Language Pathology, 22(2), 198-204.‏

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Jones, N. E. (2013). The use of cohesive markers in narratives by children with Williams syndrome. Applied Psycholinguistics, 34(2), 277-299.‏

Klusek, J., Martin, G. E., & Losh, M. (2014). A comparison of pragmatic language in boys with autism and fragile X syndrome. Journal of Speech, Language, and Hearing Research, 57(5), 1692-1707.‏

Martin, G. E., Losh, M., Estigarribia, B., Sideris, J., & Roberts, J. (2013). Longitudinal profiles of expressive vocabulary, syntax and pragmatic language in boys with fragile X syndrome or Down syndrome. International Journal of Language & Communication Disorders, 48(4), 432-443.‏

Mungkhetklang, C., Bavin, E. L., Crewther, S. G., Goharpey, N., & Parsons, C. (2016). The contributions of Memory and Vocabulary to non-Verbal ability scores in adolescents with intellectual Disability. Frontiers in Psychiatry, 7.‏

Poloczek, S., Henry, L. A., Danielson, H., Büttner, G., Mähler, C., Messer, D. J., ... & van der Molen, M. J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58, 83-93.‏

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Stavroussi, P., Andreou, G., & Karagiannopoulou, D. (2016). Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability. International Journal of Disability, Development and Education, 63(1), 122-139.‏

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Wray, E. A. (2011). The relationship between pragmatic language skills and depressive symptoms in children and adolescents with autism spectrum disorder. Ph.D. Thesis. University of Florida.

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