Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders

Abstract

The Children’s Communication Checklist (CCC-2) has demonstrated its usefulness as an instrument to assess discrepancies between the use of structural dimensions of language and the pragmatic and sociointeractive uses of language. The aims of the present paper are: (1) to test the capacity of the Galician adaptation of the CCC-2 to discriminate the linguistic profiles of children with different disorders and (2) to test whether the capacity of the CCC-2 to discriminate the linguistic abilities of children with different disorders is the same at different ages: earlier development and later development. The sample is of 117 children previously diagnosed with different disorders: autism spectrum disorder (ASD), developmental language disorder (DLD), attention deficit with hyperactivity disorder (ADHD), Down syndrome children (DS) and typically developing children (TD). The children were divided into two different age groups: from 4 to 6 and from 7 to 16 years of age. The results indicate that the Galician CCC-2 (1) accurately identified children with and without communicative impairments, (2) distinguished between profiles with a predominance of pragmatic (ASD and ADHD) and structural disorders (DS and DLD) and (3) distinguished between different profiles of pragmatic impairment. The CCC-2 equally identified these profiles at both earlier and later ages. The Galician CCC-2 seems to be a useful instrument for differentiating among different clinical groups and for assessing pragmatic disorders from an early age, which can be valuable for planning early intervention.

Use of Children’s Communication Checklist-2 to identify Communication Problems in Kannada Speaking Preschool Children with Attention Deficit Hyperactivity Disorder: A Preliminary Study

“… 7 It (a) is a quick and reliable parent-report measure, (b) helps identify significant CoP in a busy OP, (c) measures different domains of language, which otherwise requires detailed assessment and is time-consuming, and (d) effectively differentiates communication profile of ADHD and Typically Developing (TD) children. 7 , 8 Initially normed for the United Kingdom (UK), it has been translated into different languages, including Kannada. CCC-2 studies in different regions and languages report 52.6%–82.1% of CoP in ADHD children (5–15 years).…”