Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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Title
Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language DisorderDate
2021-02-09Publisher
MDPIISSN
2227-9067Bibliographic citation
Andrés-Roqueta, C.; Garcia-Molina, I.; Flores-Buils, R. Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder. Children 2021, 8, 123. https:// doi.org/10.3390/children8020123Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
Background: Developmental Language Disorder (DLD) is diagnosed when the child
experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation ... [+]
Background: Developmental Language Disorder (DLD) is diagnosed when the child
experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s
Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural
language and pragmatic skills, which are linked to social cognition or executive functions. The aim of
this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and
its association with different formal assessments related to communication. Methods: 30 children
with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were
assessed using formal measures of structural language, pragmatics, social cognition, and executive
functions. Parents of children with DLD answered the Spanish version of the CCC-2. Results:
The performance of children with DLD was lower in all the formal assessments in comparison to
AM children. The CCC-2 was significantly correlated with all the direct child assessments, although
only formal measures of structural language predicted both the structural language and pragmatics
scales of the CCC-2. Conclusions: The CCC-2 answered by parents was consistent with formal
assessments in children with DLD, and structural language seemed to be the best predictor of all
the subscales. [-]
Is part of
Children. Vol. 8, Iss. 2, No. 123 (February 2021)Funder Name
Conselleria d'Educació, Cultura i Esport de la Generalitat Valenciana | Universitat Jaume I
Project code
GV/2015/092 | UJI-A2016-12
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info:eu-repo/semantics/openAccess
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