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

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Title: Assessment of the Social Interaction Abilities of Adolescents With Communication Disability: A Scoping Review.
Authors: Shelton, Nichola1 Nichola.Shelton@sydney.edu.au, Munro, Natalie1,2, Starling, Julia1, Lyn Tieu3,4,5, Keep, Melanie1
Source: Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p1296-1311. 16p.
Subject Terms: *Communicative competence, *Children with disabilities, *ERIC (Information retrieval system), CINAHL database, Systematic reviews, MEDLINE, Social skills, Communicative disorders in adolescence, Medical databases, Psychology information storage & retrieval systems, Biopsychosocial model
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. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessment of the Social Interaction Abilities of Adolescents With Communication Disability: A Scoping Review.
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  Data: <searchLink fieldCode="AR" term="%22Shelton%2C+Nichola%22">Shelton, Nichola</searchLink><relatesTo>1</relatesTo><i> Nichola.Shelton@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22Munro%2C+Natalie%22">Munro, Natalie</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Starling%2C+Julia%22">Starling, Julia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lyn+Tieu%22">Lyn Tieu</searchLink><relatesTo>3,4,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Keep%2C+Melanie%22">Keep, Melanie</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2025, Vol. 56 Issue 4, p1296-1311. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+disorders+in+adolescence%22">Communicative disorders in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Biopsychosocial+model%22">Biopsychosocial model</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2025_LSHSS-24-00081
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              Text: Oct2025
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