الفهرس 
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Abstract
Pragmatic language refers to the appropriate use as well as interpretation of language across different social contexts. Children with pragmatic language impairment (PLI) tend to show relatively intact structural language skills while they do display clear communicative deficits. These difficulties may be exhibited within a wide range of emotional/behavioral disorders (E/BDs). Individually, either language or behavioral problems are bound to hinder childhood achievement. Whereas such a dual deficit often has a devastating effect on academic achievements, successful peer relationships, and on a child’s overall quality of life.
Previous works of literature have mainly focused on structural language deficits in children presenting with E/BDs, whereas a dearth of studies targeted the more subtle pragmatic aspect of language. The current study aims to identify significant associations existing between PLI and E/BDs, as well as to compare pragmatic language profiles of children with predominantly internalizing behavioral problems, predominantly externalizing behavioral problems, and typically developing children.
The study was conducted on 100 children in the Unit of Phoniatrics, in the outpatient clinic of Alexandria Main University hospital (AMUH). These children were divided into three groups: group A (Children with predominantly internalizing behavioral problems); group B (Children with predominantly externalizing behavioral problems); and group C or Control group (Typically developing age-matched children).
Assessment of pragmatic language was completed via incorporating both direct (The Egyptian Arabic Pragmatic Language Test) and indirect (Pragmatic Language Skills Inventory) modes of assessment. Results showed statistically significant differences in pragmatic language profiles across the three studied groups. Furthermore, the Externalizing group of children showed the most significant degrees of PLI, in comparison to Internalizing and Control groups.
Recommendations include the critical incorporation of pragmatic language assessment, as well as accordingly planning interventions targeting pragmatic language skills training, for children referred to child psychiatry clinics with internalizing and externalizing behavioral problems.