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Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder
dc.contributor.author | Andrés-Roqueta, Clara | |
dc.contributor.author | Garcia-Molina, Irene | |
dc.contributor.author | Flores Buils, Raquel | |
dc.date.accessioned | 2021-06-08T18:02:34Z | |
dc.date.available | 2021-06-08T18:02:34Z | |
dc.date.issued | 2021-02-09 | |
dc.identifier.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/children8020123 | ca_CA |
dc.identifier.issn | 2227-9067 | |
dc.identifier.uri | http://hdl.handle.net/10234/193343 | |
dc.description.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 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. | ca_CA |
dc.format.extent | 19 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | MDPI | ca_CA |
dc.relation.isPartOf | Children. Vol. 8, Iss. 2, No. 123 (February 2021) | ca_CA |
dc.rights | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). | ca_CA |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0/ | * |
dc.subject | Children’s Communication Checklist (CCC-2) | ca_CA |
dc.subject | Developmental Language Disorder (DLD) | ca_CA |
dc.subject | parents’ reports | ca_CA |
dc.subject | formal measures | ca_CA |
dc.subject | pragmatics communicative profile | ca_CA |
dc.subject | social cognition | ca_CA |
dc.subject | executive functions | ca_CA |
dc.title | Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | https://doi.org/10.3390/children8020123 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
project.funder.name | Conselleria d'Educació, Cultura i Esport de la Generalitat Valenciana | ca_CA |
project.funder.name | Universitat Jaume I | ca_CA |
oaire.awardNumber | GV/2015/092 | ca_CA |
oaire.awardNumber | UJI-A2016-12 | ca_CA |
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This article is an open access article
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Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).