- Identify children with a pragmatic language impairment by comparing performance in different language domains (e.g., pragmatics vs. syntax and morphology).
- Identify children who may have a speech and language impairment, and whose receptive and expressive language skills should be further evaluated with a comprehensive speech and language assessment. In other words, CCC-2 may be used to screen children who are suspected of having a speech and language impairment.
- Assist in identifying children who may require further assessment for an autistic spectrum disorder. That is, CCC-2 may be included as one measure in an assessment battery to diagnose children suspected of having autistic spectrum disorder.
To answer your questions:
- Consistency Check number. There are many numbers to input when completing the scoring worksheet and deriving scaled scores. The consistency check number (e.g., 1) enables you to verify that the values derived for Subtotal Raw Scores A and B are within the possible range. If Subtotal Raw Score B is less than or equal to 30, then the consistency check is passed. In your case, your consistency check number of 1 suggests that values you input for the different scales (i.e., speech, syntax, semantics, coherence, initiation, scripted language, context, nonverbal communication, social relations, interests) are accurate.
It also suggests that the caregiver who provided the ratings was consistent and did not contradict himself/herself when rating items in section 1 (items 1–50) and section 2 (items 51–70). That is, the items in section 1 are statements that refer to the difficulties that have an effect on a child’s ability to communicate. In contrast, the items in section 2 are statement that refer to the communication strengths a child may demonstrate. If the caregiver were inconsistent in his or her ratings (e.g., rated “talks repetitively about things that no one is interested in” as always (3), and rated “talks to others about their interests, rather than his/her own” as always (3)), the inconsistency check number most likely would be above 30, signaling a misstep in either the rating or the scoring process.
- General Communication Composite score (GCC). The GCC is calculated by summing the scaled scores of 10 scales (i.e., speech, syntax, semantics, coherence, initiation, scripted language, context, nonverbal communication, social relations, and interests). In general, the GCC may be used to identify children likely to have significant communication problems. That is, a low GCC would indicate that the child’s skills were rated poorly in most of the 10 scales. If the child’s skills were scattered with some areas of strength (e.g., morphology and syntax) and some areas of weakness (e.g., coherence, scripted language, social relations), the scaled scores may “average out.” In your case, a standard score 71 would suggest that the child demonstrated some areas of strength and some areas of weakness. To check if this is the case, review your Scoring Worksheet, Scaled Scores section to see if there is a pattern of strengths and weaknesses. It is likely that since your child’s CELF-4 language scores are in the normal range, the CCC scales for syntax, semantics, coherence should be areas of relative strength and score in the normal range. The child’s scores in the pragmatic areas (e.g., initiation, nonverbal communication, social relations, interests) are likely to be low, suggesting they are areas of weakness.
- Social Interaction Difference Index (SIDI). The SIDI is a special index derived by subtracting the sum of scaled scores for the language areas (Speech, Syntax, Semantics, Coherence) from the sum of the scaled scores for pragmatic areas (Initiation, Nonverbal Communication, Social Relations, Interests). Children with pragmatic difficulties often show areas of relative strength in the language areas and areas of relative weakness in the pragmatic areas. CCC-2 research support the profile of children with pragmatic difficulties demonstrate relative strengths in language areas and relative weaknesses in pragmatic areas. (Refer to CCC-2 Manual, page 18, Table 3.1).
In your case, the child’s SIDI score is 8. If you refer to Table 3.1, 80.43 percent of the CCC-2 sample of children diagnosed with pragmatic disorder received a SIDI score between -10 to 10. So, a score of 8 is one indication that the child you tested may have a pragmatic impairment. For further validation, you can refer back to the Scoring Worksheet and review each of the 10 communication scales. Review the pragmatic scales and see if the scaled scores for each of those scales is indeed low.
In summary, GCC score of 71 suggests that the child has a language impairment. However, it does not necessarily indicate the child has a language impairment in the areas of syntax, morphology, and/or semantics. The low score may be the result of low scaled scores in the areas of pragmatics. You need to examine the 10 scales and look for patterns of strengths and weaknesses to determine which language areas the child is having difficulty (e.g., linguistic areas and/or pragmatic areas).