Assessment of the Social Interaction Abilities of Adolescents With Communication Disability: A Scoping Review.

IF 2.9 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2025-10-08 Epub Date: 2025-08-14 DOI:10.1044/2025_LSHSS-24-00081

Nichola Shelton, Natalie Munro, Julia Starling, Lyn Tieu, Melanie Keep

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引用次数: 0

Abstract

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.

查看原文本刊更多论文

青少年沟通障碍的社会互动能力评估：范围回顾。

目的：我们试图确定用于评估青少年（12-17岁）沟通障碍的社会互动能力的结构和措施，借鉴三个框架：儿童认知沟通障碍分类、学龄儿童语言评估分类和国际功能、残疾和健康分类（ICF）框架。方法：在Arksey和O'Malley（2005）概述的五阶段方法框架的指导下，进行了范围审查。检索了10个数据库（CENTRAL， CINAHL， ERIC， LLBA, Medline, PsycINFO, Scopus, speechBITE, Web of Science, ProQuest Dissertations & Theses Global）。结果：共有173篇同行评议的出版物被确定并纳入本综述。大多数论文使用标准化的、规范参考的、静态的和非语境化的工具来测量语用学/社会沟通和行为的结构，这些工具主要关注于ICF的活动成分，很少有论文在参与水平上评估年轻人的社会互动技能。结论：迫切需要采取更多以参与为重点的措施。这些措施可以使语言病理学家以对年轻人有意义的方式支持他们的发展和参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.