TY - JOUR
T1 - Assessment of the social interaction abilities of adolescents with communication disability
T2 - a scoping review
AU - Shelton, Nichola
AU - Munro, Natalie
AU - Starling, Julia
AU - Tieu, Lyn
AU - Keep, Melanie
N1 - Publisher Copyright:
© 2025 American Speech-Language-Hearing Association.
PY - 2025/10
Y1 - 2025/10
N2 - PURPOSE: We sought to identify the constructs and measures used to evaluate the social interaction abilities of young people (12-17 years) with communication disability, drawing from three frameworks: a taxonomy of pediatric cognitive-communication disorders, a taxonomy to describe language assessments of school-aged children, and the framework of the International Classification of Functioning, Disability and Health (ICF). METHOD: A scoping review was conducted, guided by the five-stage methodological framework outlined by Arksey and O'Malley (2005). Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsycINFO, Scopus, speechBITE, Web of Science, and ProQuest Dissertations & Theses Global). RESULTS: In total, 173 peer-reviewed publications were identified and included in this review. Most papers measured the construct of pragmatics/social communication and behavior using standardized, norm-referenced, static, and decontextualized instruments that focused on the ICF's Activity component, with fewer papers evaluating young people's social interaction skills at the Participation level. CONCLUSIONS: There is an urgent need for more Participation-focused measures. Such measures could enable speech-language pathologists to support young people's development and participation in ways that are meaningful to them.
AB - PURPOSE: We sought to identify the constructs and measures used to evaluate the social interaction abilities of young people (12-17 years) with communication disability, drawing from three frameworks: a taxonomy of pediatric cognitive-communication disorders, a taxonomy to describe language assessments of school-aged children, and the framework of the International Classification of Functioning, Disability and Health (ICF). METHOD: A scoping review was conducted, guided by the five-stage methodological framework outlined by Arksey and O'Malley (2005). Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsycINFO, Scopus, speechBITE, Web of Science, and ProQuest Dissertations & Theses Global). RESULTS: In total, 173 peer-reviewed publications were identified and included in this review. Most papers measured the construct of pragmatics/social communication and behavior using standardized, norm-referenced, static, and decontextualized instruments that focused on the ICF's Activity component, with fewer papers evaluating young people's social interaction skills at the Participation level. CONCLUSIONS: There is an urgent need for more Participation-focused measures. Such measures could enable speech-language pathologists to support young people's development and participation in ways that are meaningful to them.
UR - http://www.scopus.com/inward/record.url?scp=105018333667&partnerID=8YFLogxK
UR - https://go.openathens.net/redirector/westernsydney.edu.au?url=https://doi.org/10.1044/2025_LSHSS-24-00081
U2 - 10.1044/2025_LSHSS-24-00081
DO - 10.1044/2025_LSHSS-24-00081
M3 - Article
C2 - 40811676
AN - SCOPUS:105018333667
SN - 0161-1461
SN - 1558-9129
VL - 56
SP - 1296
EP - 1311
JO - Language, speech, and hearing services in schools
JF - Language, speech, and hearing services in schools
IS - 4
ER -