The Relationship Between Pragmatic Language Skills and Emotional-Behavioral Characteristics in Children with Vocabulary Delay Focusing on Conversational Abilities

Objectives: This study examined differences in conversational abilities and emotional-behavioral characteristics between typically developing (TD) children and children with vocabulary delay (VD), and explored correlations among pragmatic language skills, emotional-behavioral characteristics, and conversational abilities. Methods: A total of 40 children aged 6–9 years (15 = VD, 25 = TD) participated. Pragmatic language skills were assessed using the Korean Pragmatic Language Assessment for Children (KOPLAC), and conversational abilities were evaluated with a translated version of the YiPP. Caregivers completed the Korean version of the Strengths and Difficulties Questionnaire (SDQ-Kr) to assess emotional and behavioral characteristics. Results: Results revealed significant group differences in conversational repair and presupposition. In terms of emotional-behavioral characteristics, significant group differences were found in hyperactivity, emotional symptoms, and peer problems. The correlation analysis revealed a significant positive correlation between discourse management scores and metalinguistic awareness, as well as between discourse management scores and prosocial behavior in the VD group. Additionally, a significant negative correlation was found between presupposition scores and hyperactivity. Conclusion: These findings indicate that children with VD face challenges extending beyond vocabulary or grammar deficits; impacting higher-order linguistic processing, conversational skills, emotional regulation, and social interactions. The study emphasizes the value of an integrated approach to assessing linguistic and emotional-behavioral characteristics to better understand children’s developmental needs and design tailored intervention strategies that improve both language and emotional well-being.