Parent and teacher report of pragmatic aspects of communication: use of the Children's Communication Checklist in a clinical setting
Parent and teacher report of pragmatic aspects of communication: use of the Children's Communication Checklist in a clinical setting
复制标题
DOI：
10.1017/s0012162201001475
复制
发表时间：
2001-12-01
影响因子：
3.8
通讯作者：
Baird, G
中科院分区：
文献类型：
--
作者：
Bishop, DVM;Baird, G
儿童沟通检查表（CCC）旨在对儿童沟通困难的实用方面进行客观评估。我们的目的是（1）看看父母填写的清单是否提供了有效和可靠的信息，以及（2）考虑其在临床环境中的有用性。家长和一位熟悉孩子的专业人士填写了 31 个月内转诊至三级发育儿科中心的所有 5 至 17 岁儿童的清单。还不会说句子的孩子被排除在外。从 151 名患有普遍或特定发育障碍的儿童（81% 为男性；平均年龄 8.7 岁）样本中，119 名家长和 93 名专业人员填写了有效的检查表。大多数量表的可靠性（通过内部一致性衡量）为 0.7 或更高。对于个人语用量表，家长和专业人士的评分之间的相关性在 0.30 至 0.58 范围内，而对于语用综合量表，相关性为 0.46 (n=82)。对于父母和专业人士来说，被诊断为自闭症的儿童的实用综合评分最低；对于被诊断为阿斯伯格综合症、未另行指定的广泛性发育障碍或注意力缺陷多动障碍 (ADHD) 的人来说，处于中间状态；对于那些被诊断为特定学习障碍的人来说最高。当将父母和专业人士的评分结合起来时，可以看到实用综合与诊断之间最强的关系。诊断组之间的差异无法用年龄或言语智商来解释。
The Children's Communication Checklist (CCC) was developed to provide an objective assessment of pragmatic aspects of children's communication difficulties. We aimed to (1) see whether the checklist provided valid and reliable information when completed by parents, and (2) consider its usefulness in a clinical context. Checklists were completed by parents and a professional who knew the child well for all 5 to 17-year-old referrals to a tertiary developmental paediatrics centre over a 31-month period. Children who were not yet speaking in sentences were excluded. From a sample of 151 children (81% male; mean age 8.7 years) with pervasive or specific developmental disorders, valid checklists were completed by 119 parents and 93 professionals. Reliability, as measured by internal consistency, was 0.7 or higher for most scales. Correlations between ratings for parents and professionals were in the range of 0.30 to 0.58 for individual pragmatic scales, with a correlation of 0.46 (n=82) for the pragmatic composite. For both parents and professionals, the pragmatic composite was lowest for children with a diagnosis of autism; intermediate for those with a diagnosis of Asperger syndrome, pervasive developmental disorder not otherwise specified or attention-deficit-hyperactivity disorder (ADHD); and highest for those with a diagnosis of specific learning disability. The strongest relation between the pragmatic composite and diagnosis was seen when ratings from parents and professionals were combined. Differences between diagnostic groups were not explicable in terms of age or verbal IQ.