Use of the Children's Communication Checklist-2 for Classification of Language Impairment Risk in Young School-Age Children With Attention-Deficit/Hyperactivity Disorder

作者：Timler Geralyn R^*

来源：American Journal of Speech-Language Pathology, 2014, 23(1): 73-83.

DOI：10.1044/1058-0360(2013/12-0164)

• attention-deficit/hyperactivity disorder
• language impairment
• language assessment
• school-age children

Purpose: Children with attention-deficit/hyperactivity disorder (ADHD) are at elevated risk for language impairment (LI). This study examined the feasibility of using the Children's Communication Checklist-2 (CCC-2; Bishop, 2006) to classify risk for LI in young children, ages 5-8 years, with ADHD.
Method: Parents of 32 children with ADHD and 12 typically developing peers completed the CCC-2. The Clinical Evaluation of Language Fundamentals, Fourth Edition (Semel, Wiig, & Secord, 2003) and the Test of Narrative Language (Gillam & Pearson, 2004) were administered to diagnose LI. Language samples were collected to examine clinical markers of LI.
Results: CCC-2 General Communication Composite scores <= 85 correctly classified 10 participants with ADHD diagnosed with LI as defined by composite scores <= 85 on the Clinical Evaluation of Language Fundamentals, Fourth Edition, or on the Test of Narrative Language. Five of these participants demonstrated 1 or more clinical markers of LI in language samples. Three additional participants, who received a General Communication Composite score <= 85 yet scored above 85 on the language tests, demonstrated CCC-2 profiles suggestive of pragmatic impairment. Sensitivity and specificity rates were 100% and 85.29%, respectively. CCC-2 scores and most measures were significantly correlated.
Conclusion: The results support the feasibility of using the CCC-2 as a screener to identify children with ADHD who are at elevated risk for LI and need referral for comprehensive assessment.

• 出版日期2014-2