Cognitive-pragmatic challenges in the verbal behaviour of Iraqi children with Down syndrome.

This research study examined the cognitive-pragmatic aspects of verbal communication abilities in Iraqi children with Down syndrome by utilising the Children's Communication Checklist-2 (CCC-2). Forty-four children aged 8-12 years were evaluated using the Arabic version of the CCC-2, which was completed by a parent, legal guardian, or teacher familiar with the child's daily communication. A mixed-method design was used to analyse the data. The quantitative data were analysed using descriptive statistics, t-tests, ANOVA, and correlation, while the qualitative caregiver data were interpreted using the Cognitive-Pragmatic Component Model (CPCM), informed by Relevance Theory, Theory of Mind, and Executive Function. The findings showed difficulties across all subscales, with structural language domains, particularly speech and syntax, more impaired than the pragmatic subscales. A strong correlation was identified between the Use of Context and Social Relations, highlighting the close relationship between social interaction and contextual understanding. The findings indicated the effect of linguistic and cultural factors on communication, besides the lack of early interventions for Iraqi children with Down syndrome. These findings underscore the need for culturally grounded interventions with a pragmatic focus for Arabic-speaking children with Down syndrome.