dc.date.accessioned | 2023-03-02T18:20:16Z | |
dc.date.available | 2023-03-02T18:20:16Z | |
dc.date.created | 2022-11-15T10:26:18Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Saul, Jo Griffiths, Sarah Norbury, Courtenay Frazier . Prevalence and functional impact of social (pragmatic) communication disorders. Journal of Child Psychology and Psychiatry. 2022 | |
dc.identifier.uri | http://hdl.handle.net/10852/100606 | |
dc.description.abstract | Background
The aim of this study was to evaluate the Children's Communication Checklist-2 (CCC-2) for measuring social-pragmatic communication deficits and to ascertain their prevalence and functional impact in a community sample.
Methods
We used parent and teacher responses to the CCC-2 to approximate inclusion (poor social-pragmatic skills) and exclusion (poor structural language skills or autistic symptomatology) criteria for social (pragmatic) communication disorder (SPCD). We tested the prevalence of social-pragmatic deficits in a population-based sample of children (n = 386) aged 5–6 years old using CCC-2 algorithms. We also investigated the academic and behavioural profiles of children with broadly defined limitations in social-pragmatic competence on the CCC-2.
Results
Regardless of the diagnostic algorithm used, the resulting prevalence rates for social-pragmatic deficits indicated that very few children had isolated social-communication difficulties (0–1.3%). However, a larger proportion of children (range: 6.1–10.5%) had social-pragmatic skills outside the expected range alongside structural language difficulties and/or autism spectrum symptoms, and this profile was associated with a range of adverse academic and behavioural outcomes.
Conclusions
A considerable proportion of children in the early years of primary school has social-pragmatic deficits that interfere with behaviour and scholastic activity; however, these rarely occur in isolation. Exclusionary criteria that include structural language may lead to underidentification of individuals with social-pragmatic deficits that may benefit from tailored support and intervention. | |
dc.language | EN | |
dc.rights | Attribution 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.title | Prevalence and functional impact of social (pragmatic) communication disorders | |
dc.title.alternative | ENEngelskEnglishPrevalence and functional impact of social (pragmatic) communication disorders | |
dc.type | Journal article | |
dc.creator.author | Saul, Jo | |
dc.creator.author | Griffiths, Sarah | |
dc.creator.author | Norbury, Courtenay Frazier | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.cristin | 2074057 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Child Psychology and Psychiatry&rft.volume=&rft.spage=&rft.date=2022 | |
dc.identifier.jtitle | Journal of Child Psychology and Psychiatry | |
dc.identifier.volume | 64 | |
dc.identifier.issue | 3 | |
dc.identifier.startpage | 376 | |
dc.identifier.endpage | 387 | |
dc.identifier.pagecount | 0 | |
dc.identifier.doi | https://doi.org/10.1111/jcpp.13705 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 0021-9630 | |
dc.type.version | PublishedVersion | |