Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti

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  • Although research into the language development of children who were internationally adopted is growing, the body of work continues to show mixed results. Part of the difficulty of determining if children who were adopted internationally are at risk for having a language delay is establishing the best way to assess these children. Studies have varied in the tools they use and the populations to which they compare the children. This project analysed the language scores of 13 school-age children who were previously assessed by Bylsma et al. (2011) using a battery of standardized tests. Their results on the Children’s Communication Checklist – Second Edition (CCC-2), a parent report measure, were compared to their scores on the Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4). Although the individual subtests on the assessment were not correlated, the overall structural language composites of the CCC-2 and the CELF-4 were moderately correlated. The CCC-2 and the CELF-4 did not always identify the same children as having language abilities that were of clinical concern. Two possible explanations are the small sample size and the different components of language measured by the CELF-4 and the CCC-2. Ideally, assessment of children who were adopted internationally should include both parent reports, such as the CCC-2, and standardized tests.

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    Attribution-NonCommercial 3.0 International