The Children's Communication Checklist-Second Edition (CCC-2) is a behavior rating scale developed to address the difficulties of assessing social communication in children. It was designed to be completed by a parent rater. However, since it would be helpful to know the extent to which ratings are context-dependent, this study looked at the agreement between parent and teacher ratings on the CCC-2 as well as the percent agreement on the severity of disorder. Twelve parent-teacher pairs completed the CCC-2 for children who had a documented developmental language disorder with specific impairment in social communication. Cohen's kappas, Cohen's weighted kappas, and percent agreement of severity of disorder were calculated. Kappa results ranged from less than chance agreement to fair agreement. When differentiating between scores that represent disorder and no disorder, parent and teacher percent agreement for the CCC-2 10 subscales range from 42% to 75%. Further delineation between no disorder, disorder, or severe disorder yielded percent agreement ranging from 17% to 50%. Overall percent agreement on the general communication composite was 92%. Results indicate that while parents and teachers have poor to fair agreement on the exact nature of a child's social communication strengths and weaknesses, they largely agree when a social communication problem exists. Lack of agreement likely resulted from the parent and teacher seeing the child in different contexts which required a somewhat different set of social communication abilities, or a difference in rater perception of what is within the developmental norms. These findings suggest that the best indication of a child's social communication profile may lie in a holistic assessment of performance in all the important contexts in a child's life, including school and home.

Theory of mind involves the ability to take another person’s perspective in thought, emotions and intentions.  There is today a lack of instruments to assess children’s development of Theory of Mind (ToM) in Swedish. ToM is considered by many scientists to be the basis for development of pragmatic competence. The relationship between these two abilities is complex and not fully resolved. Both abilities are important components for the development of social skills.     The purpose of this study was to compare 4 and 5-year olds ToM-ability measured with a Swedish version of Wellman and Liu’s ToM-scale, Sally Anne and Social Emotional Test with estimated pragmatic competence measured with the Children’s Communication Checklist (CCC). To make this possible the study also aims to translate and evaluate a Swedish version of Wellman and Liu’s ToM-scale. In the study 39 children in the age of 4 and 5 years old participated (20 4-year olds and 19 5-year olds).     The present study can point to the relationship between the ToM1 ability false belief and pragmatic abilities, as well as different abilities related to pragmatics (conversational rapport, use of discourse context and prosody). Correlation between prosody and other measures of ToM1 abilities was also observed. The result can be linked to previous research on the relationship between pragmatics and ToM. ToM and pragmatic are two abilities that are linked to each other. But as the result is not entirely conclusive, they may also shed more light to the complexity of these abilities and their relationship.      The result of the evaluation of Wellman and Liu’s ToM-scale shows that most of the children got a result pattern that agreed with the hypothesis of a gradual acquisition of ToM-abilties. However, Swedish 4 year olds did to a greater extent passed questions in a pattern that was not compatible with the gradual acquisition claim than American children did in a previous study. One reason for this result may be cultural differences. More research is needed on a larger selection of subjects and a wider range of age groups before any conclusions can be drawn. However, the translated scale can be used in a qualitative way, to examine which aspects of a ToM a child comprehends.

Språksvårigheter kan leda till sociala problem eller vara en indikation på neuropsykologiska problem. MacArthur-Bates Communicative Development Inventories (MB-CDI) och Children´s Communication Checklist (CCC) är instrument som används för att uppmärksamma eventuella brister i kommunikations- och språkutveckling. Swedish Early Communactive Development Inventories (SECDI) är svenska motsvarigheten till MB-CDI. Föreliggande studies syfte var att validera den nya svenska versionen av SECDI för barn 3-5 år gamla (SECDI-III) mot de tio skalorna i CCC-2. 36 föräldrar deltog i studien. Resultatet visade att ordförråd från SECDI-III var måttligt korrelerat till de första fyra skalorna i CCC-2, vilket i det stora hela ger stöd för validiteten hos SECDI-III. / Language difficulties can lead to social problems or be an indication of neuropsychological problems. MacArthur-Bates Communicative Development Inventories (MB-CDI) and the Children's Communication Checklist (CCC) are instruments used to highlight any shortcomings of communication and language development in children. Swedish Early Communicative Development Inventories (SECDI) is the Swedish equivalent of the MB-CDI. The present study's purpose was to validate the new Swedish version of SECDI for children 3-5 years old (SECDI-III) to the ten scales of the CCC-2. 36 parents participated in the study. The results showed that vocabulary from SECDI-III was moderately correlated to the first four scales of the CCC-2, which on the whole support for the validity of SECDI-III.

This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.