İletişim Bozukluklarının Klinik Olarak Değerlendirilmesi: “İletişim Becerileri Kontrol Listesi-2 (İBKL-2)”nin Türkçe Versiyonunun Geçerlik ve Güvenirlik Çalışması

Year 2022, , 469 - 496, 31.08.2022

Şule Ünal , Semra Şahin

https://doi.org/10.21020/husbfd.1021222

Abstract

Amaç: Dil ve konuşma bozukluklarının belirlenmesinde pragmatik dil becerilerinin değerlendirilmesi oldukça önemlidir. Ülkemizde bu konuya ilişkin değerlendirme araçlarının sınırlılığı dikkate alınarak öncelikle birçok ülke tarafından sıklıkla kullanılan bir aracın uyarlanmasının uygun olacağı düşünülmüştür. Bu çalışmanın amacı, Bishop (2003) tarafından İngilizce versiyonu geliştirilen “Children’s Communication Checklist-Second Edition (CCC-2)” aracının Türkçe versiyonunu oluşturmak ve geçerlik ve güvenirlik çalışmasını gerçekleştirmektir. Aracın Türkçe versiyonunun ismi İletişim Becerileri Kontrol Listesi – 2 olarak belirlenmiştir.
Gereç ve Yöntem: Araştırmanın örneklemi Ankara ili Çankaya ve Mamak ilçelerinde bulunan Milli Eğitim Bakanlığına bağlı on yedi kurumda (6 ana okul, 4 ilkokul, 4 ortaokul ve 3 özel eğitim ve rehabilitasyon merkezi) eğitim gören 4-15 yaş grubu 1115 çocuktan oluşmaktadır. Testin uyarlama çalışması, APA, AERA ve NCME Eğitimde ve Psikolojide Ölçme Standartları’nda (1999) test uyarlama ve çeviri sürecinde geliştirilen uluslararası test uyarlama ilkeleri dikkate alınarak gerçekleştirilmiştir. Tüm örneklem aracın geçerlik, güvenirlik çalışmasına dâhil edilmiştir. Aracın güvenirliğini belirlemek amacıyla iç tutarlılık Cronbach alfa güvenirlik analizi ile test tekrar test yöntemi uygulanmıştır. Aracın geçerliliği ise yapı geçerliliği yöntemleri kullanılarak test edilmiştir.
Bulgular: Analizlerin sonucunda İBKL-2’nin DFA sonuçlarına göre ölçeğin 10 faktörlü yapısının kabul edilebilir olduğu, model uyum indekslerinin iyi düzeyde olduğu (χ2/sd=2.00, RMSEA=0.054, SRMR=0.065, NNFI=0.95, CFI=0.96) bulunmuştur. Ayırt edici geçerlilik analizleri ise normal gelişim gösteren ve Otizm Spektrum Bozukluğu olan çocuklar arasında İBKL-2 puanları arasında anlamlı farklılıklar olduğunu ortaya koymuştur.
Sonuç: Aracın Türk dili ve kültürüne uygun, iyi düzeyde güvenirlik ve yeterli düzeyde geçerlilik gösterdiği, birincil dili Türkçe olan çocukların iletişim becerilerini değerlendirmek için kullanıma uygun bir araç olduğu sonucu elde edilmiştir.

Keywords

Pragmatik dil gelişimi, iletişimsel dil becerileri, iletişim becerileri kontrol listesi, pragmatik dil bozukluğu

Supporting Institution

Yok

Clinical Assessment of Communication Disorders: The Validity and Reliability Study of the Turkish Version of the "Communication Skills Checklist-2 (IBKL-2)"

Abstract

Objective: Evaluation of pragmatic language skills is very important in determining language and speech disorders. Considering the limitedness of the evaluation tools on this subject in our country, it was thought that it would be appropriate to adapt a tool that is frequently used by many countries. The aim of this study is to create the Turkish version of the "Children's Communication Checklist-Second Edition (CCC-2)" tool, which was developed by Bishop (2003), and to perform the validity and reliability study. The name of the Turkish version of the tool has been determined as Communication Skills Checklist – 2.
Materials and Methods: The sample of the study consists of 1115 children aged 4-15 who are educated in seventeen institutions (6 kindergartens, 4 primary schools, 4 secondary schools and 3 special education and rehabilitation centers) affiliated to the Ministry of National Education in Ankara province Çankaya and Mamak districts. The adaptation study of the test was carried out by taking into account the international test adaptation principles developed in the test adaptation and translation process in the APA, AERA and NCME Measurement Standards in Education and Psychology (1999). The entire sample was included in the validity and reliability study of the instrument. In order to determine the reliability of the tool, internal consistency Cronbach alpha reliability analysis and test-retest method were applied. The validity of the tool was tested using construct validity methods.
Results: As a result of the analyzes, it was found that the 10-factor structure of the scale was acceptable according to the CFA results of IBK-2, and the model fit indices were at a good level (χ2/sd=2.00, RMSEA=0.054, SRMR=0.065, NNFI=0.95, CFI=0.96). Differential validity analyzes revealed that there were significant differences in IBKL-2 scores between normally developing children and children with Autism Spectrum Disorder.
Conclusion: It has been concluded that the tool is suitable for Turkish language and culture, has good reliability and sufficient validity, and is a suitable tool for evaluating the communication skills of children whose primary language is Turkish.

Keywords

Pragmatic language development, communicative language skills, communication skills checklist, pragmatic language disorder

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