Assessing Pragmatic Skills Using Checklists with Children who are Deaf and Hard of Hearing: A Systematic Review
Journal of Deaf Studies and Deaf Education
Toe, D., Paatsch, L., et al. (2019).
Journal of Deaf Studies and Deaf Education, 24(3), 189-200.
This systematic review investigates the validity and reliability of pragmatic checklists for assessing the social use of language in children and adolescents who are deaf or hard of hearing.
Not stated
1977 to March 2018
Published, peer-reviewed, original research studies
18
This review identified nine checklists for assessing pragmatic language skills in children and adolescents who are deaf and hard of hearing. Three of the checklists reported norms: Children's Communication Checklist-2 (CCC-2), Clinical Evaluation of Language Fundamentals-4 (CELF-4), and Goberis et al.’s <em>Pragmatics Checklist</em>. Four of the checklists provided data on reliability and validity: Language Proficiency Profile-2, the <em>Social Conversational Skills Rating Scale</em>, the CELF-4, and the CCC-2 for assessing social language in this population. "No single checklist has emerged from the comparison undertaken here that can satisfy all of the different pragmatic skills within various contexts that clinicians and researchers may wish to assess" (p. 198).
