Assessing the Consistency of Parent-Reported Questionnaires of Adolescent Social Communication Skills

Date of Submission

Spring 2025

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Accurately assessing adolescents’ social communication skills is essential for identifying communication difficulties and providing effective intervention. The purpose of this study was to examine the consistency between two parent-reported questionnaires, the Clinical Evaluation of Language Fundamentals–Fifth Edition Pragmatic Profile (CELF-5 Pragmatic Profile) and the Social Communication Questionnaire (SCQ), in assessing social communication skills in adolescents aged 10 to 19 years. A quantitative correlational research design was utilized. Participants included parents or caregivers of adolescents without a history of social, speech, or language disorders. Data were collected through a 93-item survey administered in English and Spanish via Qualtrics. The survey incorporated items from both assessment tools and was distributed through convenience sampling using social media, email, word of mouth, and the ASHA Community Forum. A total of 22 completed responses were analyzed. Pearson correlation analysis was conducted to determine the relationship between scores on the two measures. Results revealed a weak, non-significant positive correlation between the CELF-5 Pragmatic Profile and SCQ scores (r = 0.226, p = .31), indicating no strong linear relationship between the two assessments. Findings suggest that although both tools target social communication, they may assess different aspects of communication and should not be used interchangeably. Differences in questionnaire format, parent interpretation of items, and the distinct clinical purposes of each tool may have contributed to the variability in results. The study highlights the importance of using multiple assessment methods and integrating parent-reported measures with clinical observations and professional judgment when evaluating adolescent social communication skills.

This document is currently not available here.

Share

COinS