Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2

Development and validation of the Arabic children's strong communication scale: a pilot study

Background

The assessment of communication skills in Arabic-speaking children has been challenged by a lack of culturally and linguistically appropriate tools. The Arabic children's strong communication scale (ACSCS) was developed in response to this need, adapting the children's communication checklist-2 (CCC-2) to better suit the Arabic context.

Aims

This study aimed to validate the ACSCS and establish its utility in measuring communication strengths among Arabic-speaking children.

Methods

A total of 102 participants completed the questionnaire, which included relatives, teachers, and speech therapists of children aged 4-16. Twenty-two items were developed that targeted children communication strengths. The items were based on a theoretical framework that encompassed language proficiency, social communication, and behavioral aspects. Exploratory factor analysis (EFA) and confirmatory composite analysis (CCA) were employed to validate the structure of the ACSCS. The scale's reliability was tested using Cronbach's alpha and composite reliability, while its validity was assessed through convergent and discriminant validity measures.

Results

The EFA and CCA confirmed a clear distinction of communication strengths. Reliability analyses indicated high internal consistency for the ACSCS. Discriminant validity was established, showing that the ACSCS accurately measures distinct facets of communication skills.

Conclusion

The ACSCS is a valid and reliable instrument for assessing communication skills in Arabic-speaking children, reflecting strengths across various domains.

Implications

The scale has significant implications for educational and clinical settings, providing a culturally sensitive tool for practitioners and researchers to assess and support the communication development of Arabic-speaking children.

Psychometric Features of the Arabic Version of the Children's Communication Checklist (CCC2)

Background

The Children's Communication Checklist-Second Edition (CCC-2) uniquely assesses overlooked communication elements such as pragmatics and context use, which are rarely addressed by conventional language assessments. This study focuses on the psychometric assessment of the CCC-2's Arabic version, tailored to evaluate communication challenges in Arabic-speaking children.

Aim

This study aims to validate the Arabic version of CCC-2 by testing its reliability and validity specifically for three higher-order constructs: Specific Language Impairment (SLI), Social Communication Disorder (SCD), and Impaired Behaviour within the Arabic-speaking population.

Methods

A total of 121 participants in Saudi Arabia, showcasing diverse age and gender distributions, participated in the validation process. The study employed a Reflective-Reflective Higher-Order Construct (R-R HOC) model using partial least squares-structural equation modeling (PLS-SEM) to ensure content validity and cross-cultural adaptation of the translated items. Metrics such as Cronbach's alpha for reliability and Average Variance Extracted (AVE) for convergent validity were specifically examined.

Results

The study confirmed the reliability and validity of the Arabic CCC-2, demonstrating robust psychometric properties, with Cronbach's alpha and AVE scores indicating satisfactory reliability and convergent validity across constructs. Structural model evaluation further supported the strong interrelations among the constructs of SLI, SCD, and Impaired Behaviour.

Conclusion

The results substantiate the Arabic CCC-2 as a reliable and valid tool for assessing communication challenges in Arabic-speaking children, particularly for diagnosing SLI, SCD, and Impaired Behaviour.

Implications

The validated Arabic CCC-2 has significant potential for application in clinical and educational settings and suggests directions for future research to explore its utility further in diverse clinical populations.

A longitudinal characterization of the adaptive and behavioral profile in Sotos syndrome

Delineation of a developmental and behavioral trajectory is a key-topic in the context of a genetic syndrome. Short- and long-term implications concerning school outcome, independent living, and working opportunities are strictly linked to the cognitive and behavioral profile of an individual. For the first time, we present a longitudinal characterization of the adaptive and behavioral profile of a pediatric sample of 32 individuals with Sotos Syndrome (SoS) (18 males, 14 females; mean age 9.7 ± 4 years, eight carrying the NSD1 5q35 microdeletion and 24 with an intragenic mutation). We performed two clinical assessments: at baseline (T0) and at distance evaluation (T1) of adaptive and behavioral skills with a mean distance of 1.56 ± 0.95 years among timepoints. Our study reports a stability over the years-meant as lack of statistically significant clinical worsening or improvement-of both adaptive and behavioral skills investigated, regardless the level of Intellectual Quotient and chronological age at baseline. However, participants who did not discontinue intervention among T0 and T1, were characterized by a better clinical profile in terms of adaptive skills and behavioral profile at distance, emphasizing that uninterrupted intervention positively contributes to the developmental trajectory.

Neuropsychiatric Aspects of Sotos Syndrome: Explorative Review Building Multidisciplinary Bridges in Clinical Practice

Background: Sotos syndrome is a genetic disorder caused by NSD1 gene (nuclear receptor binding SET domain containing protein 1) variants and characterized by overgrowth, macrocephaly, learning disabilities, and co-occurring neuropsychiatric symptoms. Methods: Literature sources published in 2002-2023 were selected and analyzed from PubMed and Google Scholar databases. Results: Neuropsychiatric symptoms are observed among children and adolescents with Sotos syndrome. The majority have intellectual disabilities or borderline intellect. Verbal IQ is higher than performance IQ. Individuals display difficulties in expressing language. Aggression is reported by parents. Children express autistic behavior, ADHD, anxiety based on phobias, and early bedtime-wake times. Conclusions: Sotos syndrome is associated with neuropsychiatric disorders in children. Slow intellectual and language development, aggressive outbursts, anxiety, autism spectrum disorder, and hyperactivity are present in the newest studies. Comprehensive assistance is needed for Sotos syndrome patients in responding to areas of difficulty. There is still a lack of research on the developmental characteristics of these children and the possibilities of improving psychosocial adaptation by providing multidisciplinary long-term medical, educational, and social care.

Impaired communication ability in SOX11 syndrome

BACKGROUND

Speech and language skills are important for social interaction and learning. This study characterised the communication abilities of verbal individuals with SOX11 syndrome using a standardised parent/carer questionnaire, the Children's Communication Checklist (CCC-2).

METHOD

Thirteen parent/carers of verbal individuals (aged 5-19 years) diagnosed with SOX11 syndrome completed the CCC-2. In order to contextualise findings, responses were compared to norms and to data from Noonan syndrome, a relatively well-known genetic diagnosis associated with communication impairment.

RESULTS

For all individuals, the CCC-2 composite score indicated significant communication difficulties. Language structure (speech, syntax, semantics and coherence), pragmatic language (inappropriate initiation, stereotyped language use of context and non-verbal communication) and autistic features (social relations and interests) scores were lower than typically developing norms. Subscale comparisons revealed relative difference in use of context compared to other pragmatic domains (stereotyped language and inappropriate initiation). Individual scores showed substantial variation, particularly in regard to language structure profile. Differences were more pronounced than for Noonan syndrome, specifically in domains of speech, syntax, non-verbal communication and social relations.

CONCLUSIONS

SOX11 syndrome is associated with communication impairment. It is important to assess communication abilities as part of the management of individuals with SOX11 syndrome and understand individual strengths and difficulties in order to provide targeted support.