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

被引：0

作者：

Sallie W. Nowell

Brianne Tomaszewski

Jessica R. Steinbrenner

Ann M. Sam

Samuel L. Odom

机构：

[1] The University of North Carolina at Chapel Hill,Department of Allied Health Sciences

[2] Frank Porter Graham Child Development Institute,undefined

[3] The University of North Carolina at Chapel Hill,undefined

[4] TEACCH Autism Program,undefined

[5] The University of North Carolina at Chapel Hill,undefined

来源：

Journal of Autism and Developmental Disorders | 2022年 / 52卷

关键词：

Pragmatic language; Social-communication; Psychometric; Autism; ASD;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

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.

引用

页码：4089 / 4099

页数：10

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