PMID- 36114685
OWN - NLM
STAT- MEDLINE
DCOM- 20230206
LR  - 20230413
IS  - 1469-7610 (Electronic)
IS  - 0021-9630 (Print)
IS  - 0021-9630 (Linking)
VI  - 64
IP  - 3
DP  - 2023 Mar
TI  - Prevalence and functional impact of social (pragmatic) communication disorders.
PG  - 376-387
LID - 10.1111/jcpp.13705 [doi]
AB  - 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.
CI  - (c) 2022 The Authors. Journal of Child Psychology and Psychiatry published by John 
      Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
FAU - Saul, Jo
AU  - Saul J
AUID- ORCID: 0000-0002-8498-2851
AD  - University College London, London, UK.
FAU - Griffiths, Sarah
AU  - Griffiths S
AUID- ORCID: 0000-0002-0720-4511
AD  - University College London, London, UK.
FAU - Norbury, Courtenay Frazier
AU  - Norbury CF
AUID- ORCID: 0000-0002-5101-6120
AD  - University College London, London, UK.
AD  - Department of Special Needs Education, University of Oslo, Oslo, Norway.
LA  - eng
GR  - WT094836AIA/WT_/Wellcome Trust/United Kingdom
PT  - Journal Article
PT  - Research Support, Non-U.S. Gov't
DEP - 20220916
PL  - England
TA  - J Child Psychol Psychiatry
JT  - Journal of child psychology and psychiatry, and allied disciplines
JID - 0375361
SB  - IM
MH  - Child
MH  - Humans
MH  - Child, Preschool
MH  - Prevalence
MH  - *Communication Disorders/epidemiology
MH  - *Autistic Disorder/diagnosis
MH  - Language
MH  - Communication
MH  - *Language Development Disorders/epidemiology/diagnosis
PMC - PMC10087005
OTO - NOTNLM
OT  - Social-communication disorder
OT  - language
OT  - pragmatics
EDAT- 2022/09/18 06:00
MHDA- 2023/02/07 06:00
PMCR- 2023/04/11
CRDT- 2022/09/17 02:12
PHST- 2022/08/24 00:00 [accepted]
PHST- 2022/09/18 06:00 [pubmed]
PHST- 2023/02/07 06:00 [medline]
PHST- 2022/09/17 02:12 [entrez]
PHST- 2023/04/11 00:00 [pmc-release]
AID - JCPP13705 [pii]
AID - 10.1111/jcpp.13705 [doi]
PST - ppublish
SO  - J Child Psychol Psychiatry. 2023 Mar;64(3):376-387. doi: 10.1111/jcpp.13705. Epub 
      2022 Sep 16.