A Thematic Review on Using the Children’s Communication Checklist to Identify and Diagnose Individuals With and Without Communication Disorders

Abstract

Communication disorders in children are multifaceted and often difficult to diagnose accurately due to their complex nature. The Children’s Communication Checklist (CCC) is a widely used diagnostic instrument for identifying and diagnosing children with and without communication disorders. This review aimed to conduct a thematic examination of existing literature that applies the CCC and CCC-2 in the diagnosis of communication disorders. It sought to explore the nuances of CCC’s deployment, its diagnostic traits, and its capability to accurately distinguish individuals with or without communication disorders. A comprehensive literature search was conducted across multiple databases, yielding studies that apply the CCC and CCC-2 in diagnosing communication disorders. The 39 selected studies were subjected to a thematic analysis to identify patterns and themes concerning the use of CCC in diagnosing communication disorders. The review identified seven major themes related to the use of the CCC, such as the evolution and development of the CCC, its application and effectiveness, limitations and strengths, use in specific populations, translation and adaptation, use in different formats, and role in identifying pragmatic language impairments (PLIs). The CCC and CCC-2 have proven invaluable in assessing and diagnosing communication disorders in children. Despite some limitations, their strengths, including their versatility across diverse populations, languages, and contexts, and their ability to identify PLIs, make them effective tools in the field of pediatric communication disorders.