La adaptación al castellano de la <i>Children’s Communication Checklist</i> permite detectar las dificultades en el uso pragmático del lenguaje y diferenciar subtipos clínicos

Crespo-Eguílaz, Nerea; Magallón, Sara; Sánchez-Carpintero, Rocı́o; Narbona, Juan

doi:10.33588/rn.62s01.2015526

Cited by 13 publications

(16 citation statements)

References 34 publications

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“…Además, se aplica a los 50 participantes de la muestra clínica la Prueba de Coherencia Central PCC (Gambra, 2020) y dos cuestionarios a sus padres: Children´s Communication Checklist CCC (Bishop, 1998(Bishop, , 2003Crespo-Eguílaz, Magallón, Sánchez-Carpintero y Narbona, 2016) y Childhood Autism Test CAST (Scott, Baron-Cohen, Bolton y Brayne, 2002), que se detallan a continuación:…”

Section: Instrumentos Y Procedimientounclassified

Aportación de Teoría de la mente de la Batería NEPSY-II como medida de Coherencia central

Crespo-Eguílaz¹,

Gambra²

2020

Rev. In. Edu.

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Introducción El objetivo de esta investigación es analizar la utilidad clínica de “Teoría de la mente” (TM) de la NEPSY-II (Korkman y cols., 2014). Metodología Se aplica la TM a 244 escolares de 6 a 11 años con inteligencia normal: 194 del grupo control y 50 de los grupos clínicos: TEA-grado 1 (n=10); trastorno de aprendizaje procedimental (TAP, n=24); y TDAH (n=16). Resultados y discusión En los 21 ítems de la TM se realizan análisis factoriales exploratorio (KMO=0,62 y MSA=0,54-0,75) y confirmatorio (χ²=22,75 p=0,504; TLI=1,04; CFI=1; RMSEA=0). Se obtienen 3 factores que explican el 62% de la varianza total: Teoría de la mente (ítems 1/2/7); Comprensión relatos sociales (ítems 5/8/10/14); y Coherencia contextual (ítems 9/12/16-21). Se calcula la validez y la fiabilidad y se aportan los estadísticos descriptivos. En los dos primeros factores no se diferencian ninguno de los grupos (U-mann-Whitney). En Coherencia contextual se diferencian el grupo TAP y los grupos control (p=,001) y TEA (p=,025). Está demostrado que las dificultades para comprender información rápida y simultánea e integrarla coherentemente forma parte del perfil neuropsicológico del TAP. Conclusión Esta nueva corrección e interpretación de la TM evalúa Coherencia central y la aportamos como uso adicional de la prueba.

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Section: Instrumentos Y Procedimientounclassified

Aportación de Teoría de la mente de la Batería NEPSY-II como medida de Coherencia central

Crespo-Eguílaz¹,

Gambra²

2020

Rev. In. Edu.

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“…The Serbian version of the CCC-2 [25] was redefined by Glumbić and Brojčin [26] to obtain three subscales-General Communication Ability, Pragmatics, and Structural Language Aspects-that would distinguish between clinical samples (ASD, ADHD, DLD). The reliability and validity of the CCC-2 was also found in French in Quebec [27], Portuguese [28], and Spanish [29]. Finally, the Spanish version of the CCC-2 was also used to determine whether the CCC-2 was able to identify pragmatic profiles and discriminate between normative and clinical profiles such as significant language difficulties) or Down syndrome [30].…”

Section: Introductionmentioning

confidence: 96%

Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder

2021

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(1) 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. (2) 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. (3) 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. (4) 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.

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“…Both the CCC-2 [2] and its initial version, the CCC [63], have been used in different studies to compare the linguistic profiles of different clinical groups, among which are ASD, ADHD, DS and DLD [64,65]. Most studies, however, are focused on English-speaking samples.…”

Section: Introductionmentioning

confidence: 99%

“…Most studies, however, are focused on English-speaking samples. Only a few studies have been carried out with Spanish-speaking children [12,64,66] and none with Galician-speaking children. The differences that exist in the structural and usage (pragmatic) aspects between different languages make it necessary to carry out specific studies.…”

Section: Introductionmentioning

confidence: 99%

Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders

2021

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The Children’s Communication Checklist (CCC-2) has demonstrated its usefulness as an instrument to assess discrepancies between the use of structural dimensions of language and the pragmatic and sociointeractive uses of language. The aims of the present paper are: (1) to test the capacity of the Galician adaptation of the CCC-2 to discriminate the linguistic profiles of children with different disorders and (2) to test whether the capacity of the CCC-2 to discriminate the linguistic abilities of children with different disorders is the same at different ages: earlier development and later development. The sample is of 117 children previously diagnosed with different disorders: autism spectrum disorder (ASD), developmental language disorder (DLD), attention deficit with hyperactivity disorder (ADHD), Down syndrome children (DS) and typically developing children (TD). The children were divided into two different age groups: from 4 to 6 and from 7 to 16 years of age. The results indicate that the Galician CCC-2 (1) accurately identified children with and without communicative impairments, (2) distinguished between profiles with a predominance of pragmatic (ASD and ADHD) and structural disorders (DS and DLD) and (3) distinguished between different profiles of pragmatic impairment. The CCC-2 equally identified these profiles at both earlier and later ages. The Galician CCC-2 seems to be a useful instrument for differentiating among different clinical groups and for assessing pragmatic disorders from an early age, which can be valuable for planning early intervention.

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La adaptación al castellano de la Children’s Communication Checklist permite detectar las dificultades en el uso pragmático del lenguaje y diferenciar subtipos clínicos

Abstract: Conclusions. This Spanish version of the CCC is highly valid and reliable. The proposed statistics can be used as normativereference values.

Cited by 13 publications

References 34 publications

Aportación de Teoría de la mente de la Batería NEPSY-II como medida de Coherencia central

Aportación de Teoría de la mente de la Batería NEPSY-II como medida de Coherencia central

Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder

Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders

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