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Journal of Autism and Developmental Disorders

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22-09-2021 | Original Paper

Use of the Children’s Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis

Auteurs: Sallie W. Nowell, Brianne Tomaszewski, Jessica R. Steinbrenner, Ann M. Sam, Samuel L. Odom

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2022

Abstract

Measurement of social-pragmatic communication skills is essential for clinicians and researchers working with school-aged children on the autism spectrum. Many measures of these skills require time-intensive training and coding that is impractical for clinical assessment settings. Using a sample of 299 elementary school children (M = 8.6 years, sd = 1.7) with autism whose teachers completed the Children’s Communication Checklist-2, we evaluated the psychometric properties of the CCC-2, a commonly used measure of social-pragmatic skills in order to assist researchers and clinicians in identifying the utility of this measure related to their assessment needs. Our results indicate strong psychometric properties for the CCC-2 with this population and a 3-factor model fit: Structural Language, Pragmatic Communication, and Pragmatic Social. Evidence of racial/ethnic bias was found for the structural language factor. Clinical recommendations are provided for using the CCC-2 with students with autism as reported by teachers.

vorige artikel Evaluation of the Developmental Coordination Questionnaire (DCDQ) as a Screening Instrument for Co-occurring Motor Problems in Children with Autism Spectrum Disorder

volgende artikel Cultural Influences on Sibling Relationships, Roles, and Self-Concept in the Context of Autism: Perspectives of Latino/a/x and non-Latino/a/x Siblings

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Titel: Use of the Children’s Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis
Auteurs: Sallie W. Nowell
Brianne Tomaszewski
Jessica R. Steinbrenner
Ann M. Sam
Samuel L. Odom
Publicatiedatum: 22-09-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05284-2

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