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Language and Pragmatics Across Neurodevelopmental Disorders: An Investigation Using the Italian Version of CCC-2 / Marika FERRARA in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
[article]
Titre : Language and Pragmatics Across Neurodevelopmental Disorders: An Investigation Using the Italian Version of CCC-2 Type de document : Texte imprimé et/ou numérique Auteurs : Marika FERRARA, Auteur ; Michela CAMIA, Auteur ; Valentina CECERE, Auteur ; Virginia VILLATA, Auteur ; Nataly VIVENZIO, Auteur ; Maristella SCORZA, Auteur ; Roberto PADOVANI, Auteur Article en page(s) : p.1295-1309 Langues : Anglais (eng) Mots-clés : Assessment Ccc-2 Language Neurodevelopmental disorder Pragmatics Index. décimale : PER Périodiques Résumé : Impairments in structural language and pragmatics are well recognized in different neurodevelopmental disorders, yet in clinical work the discrimination of children with various language difficulties into different diagnostic profile is still a major challenge. Using the CCC-2 questionnaire this study assesses and compares language competences in a sample of Italian children (aged 8-10) with typical development (n = 26) and in children with different neurodevelopmental conditions: high-functioning Autism Spectrum Disorder (n = 19), Language Disorder with associated Developmental Dyslexia (n = 23), Developmental Dyslexia without linguistic impairments (n = 21). The results supported the validity of CCC2 as screening measure that is able to distinguish children with communication impairments from non-impaired peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04358-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1295-1309[article] Language and Pragmatics Across Neurodevelopmental Disorders: An Investigation Using the Italian Version of CCC-2 [Texte imprimé et/ou numérique] / Marika FERRARA, Auteur ; Michela CAMIA, Auteur ; Valentina CECERE, Auteur ; Virginia VILLATA, Auteur ; Nataly VIVENZIO, Auteur ; Maristella SCORZA, Auteur ; Roberto PADOVANI, Auteur . - p.1295-1309.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1295-1309
Mots-clés : Assessment Ccc-2 Language Neurodevelopmental disorder Pragmatics Index. décimale : PER Périodiques Résumé : Impairments in structural language and pragmatics are well recognized in different neurodevelopmental disorders, yet in clinical work the discrimination of children with various language difficulties into different diagnostic profile is still a major challenge. Using the CCC-2 questionnaire this study assesses and compares language competences in a sample of Italian children (aged 8-10) with typical development (n = 26) and in children with different neurodevelopmental conditions: high-functioning Autism Spectrum Disorder (n = 19), Language Disorder with associated Developmental Dyslexia (n = 23), Developmental Dyslexia without linguistic impairments (n = 21). The results supported the validity of CCC2 as screening measure that is able to distinguish children with communication impairments from non-impaired peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04358-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation / Sophia A. C. WELLNITZ in Autism Research, 14-4 (April 2021)
[article]
Titre : The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Sophia A. C. WELLNITZ, Auteur ; Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur Article en page(s) : p.759-772 Langues : Anglais (eng) Mots-clés : Ccc-2 autism intellectual disability language impairment social communication Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist-2 (CCC-2) is often applied to assess pragmatic language impairment which is highly prevalent in autism spectrum disorder (ASD) and several mental health conditions. We replicated previous findings on the limited applicability of the CCC-2 in clinical samples and the inconsistent findings concerning the factor structure. The aim of the present study was, thus, to develop a concise, simplified, and revised version of the CCC-2 in a large German-speaking sample. Four groups of children and adolescents aged 4 to 17?years were included: ASD (n = 195), intellectual disability (ID, n = 83), diverse mental health conditions (MHC, n = 144) and a typically developing control group (TD, n = 417). We reduced the original number of items from 70 to 39, based on item analysis, exploratory factor analysis and the exclusion of communication-unrelated items. The revised version, CCC-R (? = 0.96), consists of two empirically derived factors: a pragmatic-language (? = 0.96) and a grammatical-semantic-language factor (? = 0.93). All clinical groups (ASD, ID, and MHC) had significantly increased CCC-R total scores, with the highest scores being in the neurodevelopmental disorder groups (ASD and ID). In addition, we found group-specific patterns of elevated pragmatic-language scores in the ASD group and grammatical-semantic scores in the ID group. The CCC-R was comparable to the CCC-2 in distinguishing ASD from the other groups. The CCC-R is proposed as a simplified and easily applied, clinical questionnaire for caregivers, assessing pragmatic language impairments across neurodevelopmental disorders and mental health conditions. LAY SUMMARY: The CCC-2 is a questionnaire designed to identify children who have problems in the social use of language, however, it is limited in its clinical application and exhibits inconsistent factors. We have created a shorter and simpler version of the CCC-2 that we have called the CCC-R which overcomes the previous limitations of the CCC-2. It consists of two subscales: pragmatic language and grammatical-semantic language. The CCC-R can be used as a short and clinically relevant caregiver questionnaire which assesses pragmatic language impairments in children and adolescents. Autism Res 2021, 14: 759-772. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-4 (April 2021) . - p.759-772[article] The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation [Texte imprimé et/ou numérique] / Sophia A. C. WELLNITZ, Auteur ; Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur . - p.759-772.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.759-772
Mots-clés : Ccc-2 autism intellectual disability language impairment social communication Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist-2 (CCC-2) is often applied to assess pragmatic language impairment which is highly prevalent in autism spectrum disorder (ASD) and several mental health conditions. We replicated previous findings on the limited applicability of the CCC-2 in clinical samples and the inconsistent findings concerning the factor structure. The aim of the present study was, thus, to develop a concise, simplified, and revised version of the CCC-2 in a large German-speaking sample. Four groups of children and adolescents aged 4 to 17?years were included: ASD (n = 195), intellectual disability (ID, n = 83), diverse mental health conditions (MHC, n = 144) and a typically developing control group (TD, n = 417). We reduced the original number of items from 70 to 39, based on item analysis, exploratory factor analysis and the exclusion of communication-unrelated items. The revised version, CCC-R (? = 0.96), consists of two empirically derived factors: a pragmatic-language (? = 0.96) and a grammatical-semantic-language factor (? = 0.93). All clinical groups (ASD, ID, and MHC) had significantly increased CCC-R total scores, with the highest scores being in the neurodevelopmental disorder groups (ASD and ID). In addition, we found group-specific patterns of elevated pragmatic-language scores in the ASD group and grammatical-semantic scores in the ID group. The CCC-R was comparable to the CCC-2 in distinguishing ASD from the other groups. The CCC-R is proposed as a simplified and easily applied, clinical questionnaire for caregivers, assessing pragmatic language impairments across neurodevelopmental disorders and mental health conditions. LAY SUMMARY: The CCC-2 is a questionnaire designed to identify children who have problems in the social use of language, however, it is limited in its clinical application and exhibits inconsistent factors. We have created a shorter and simpler version of the CCC-2 that we have called the CCC-R which overcomes the previous limitations of the CCC-2. It consists of two subscales: pragmatic language and grammatical-semantic language. The CCC-R can be used as a short and clinically relevant caregiver questionnaire which assesses pragmatic language impairments in children and adolescents. Autism Res 2021, 14: 759-772. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur Article en page(s) : p.4692-4697 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Humans Longitudinal Studies Prospective Studies Social Interaction Social Skills Autism spectrum disorder Ccc-2 Emergent literacy Scq Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697[article] Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur . - p.4692-4697.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Humans Longitudinal Studies Prospective Studies Social Interaction Social Skills Autism spectrum disorder Ccc-2 Emergent literacy Scq Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454