Difficulty engaging in social situations.

Lowered self esteem.

Behavioral issues.

Inability to make and maintain friendships.

Pragmatic Communication Disorder has no shortage of detrimental effects on the children who suffer from it.

However, it seems that majority of the focus in assisting children affected by this disorder is primarily in the classroom. There lacks an emphasis on attempting to assist these children in the relationships which are most integral in early childhood and adolescent development: peer relationships.

But why have these peer relationships not been more heavily researched? Why is there no tangible solution to improving the lives of these children?

This is because it is exponentially easier to instruct teachers on the best way to "handle" students with pragmatic language disorder than to coach children their age to better understand how to interact with their language-challenged peers. School-aged children are often still trying to understand their own social interactions and navigate an overwhelmingly sensory world, making the task of adding another layer of accomodating children with PCD somewhat... daunting.

Pragmatic language impairment can affect up to 7.5% of children.

As seen in the table above, developmental language disorders such as Pragmatic Communication Disorder are not limited to a certain age, gender, or race. Any child, anywhere in the world, can be affected by this disorder.

A solution for children with Pragmatic Communication Disorder means more than just a better social standing. It means:

Heightened self esteem

Long-lasting friendships and moral support

A chance to reduce behavioral issues

A better life.

Now, this wasn't our first idea.

We considered first tackling this idea of expressive language disorders.

We felt that this limited us in what we could explore and how many people we could help. Broadening the scope to Pragmatic Language Disorder as a whole allowed us to think bigger–to enter Moonshot territory.

Next we considered providing support for children with PCD in the classroom.

However, as previously afformentioned, a little digging demonstrated to us that this was the section of this topic which the most progress had been previously made, with teachers being given altered lesson plans for these students and counselors and speech therapists on hand in many schools to accomodate these children.

With these ideas out of the way, we were able to end up here:

Our team wants to find a solution to improve peer interactions between children with language impairments and those without.