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A meta-analysis of Children's Communication Checklist (CCC) for children & adolescents with pragmatic language impairment

Title
A meta-analysis of Children's Communication Checklist (CCC) for children & adolescents with pragmatic language impairment
Authors
Song S.Yang Y.Kim Y.T.Yim D.
Ewha Authors
김영태임동선
SCOPUS Author ID
김영태scopus; 임동선scopus
Issue Date
2016
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
vol. 21, no. 3, pp. 436 - 450
Keywords
Attention deficit/hyperactivity disordersAutism spectrum disorderChildren's Communication ChecklistMeta-analysisWilliams syndrome
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Abstract
Children and adolescents with pragmatic language impairment show overall communication problems. However, the pragmatic problems vary depending on their diagnostic characteristics. The Children's Communication Checklist (CCC, CCC-2) was developed to assess overall language ability through parents' and/or teacher's reports (Bishop, 2003). This research reviews studies of pragmatic language assessment using CCC or CCC-2, and investigates if children and adolescents with pragmatic deficits (autism spectrum disorders [ASD], attention deficit/hyperactivity disorders [ADHD], and Williams syndrome [WS]) can be differentiated through CCC or CCC-2. Methods: Fourteen studies which met the inclusive and exclusive criteria were selected from three electronic databases: PsycINFO, Academic Search Complete, and ERIC. A systematic review was done using meta-analysis (Comprehensive Meta-Analysis II, 2005). Results: There was a significant group difference between ASD and ADHD showing significant differences with typically development (TD), respectively, but there was no difference between the WS and TD controls. The sub-domains (structural/pragmatic/autism-social domain) that brought group differences were all three sub-domains in the ASD group. Structural and pragmatic domains were significantly different sub-domains in the ADHD group. Conclusion: CCC or CCC-2 is a useful tool for discriminating ASD and ADHD groups from TD controls. However, it is not enough to represent various pragmatic profiles depending on diagnostic groups such as ASD and ADHD. Therefore, it is necessary to use both direct and indirect assessment tools to reveal the differential profiles of pragmatic problems in various groups with communication disorders. © 2016 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.16302
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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