This paper examines the functional communication skills of a group of children with
speech difficulties. Using the Children’s Communication Checklist (CCC)
(Bishop, 1998), the effects of a significant speech difficulty on wider social
communication were measured and compared to a control group. It was found that
teachers and speech and language therapists rated children with speech difficulties
less highly than controls on a range of communication skills. In addition to
expected perceived differences between the groups on speech and syntax subscales,
children with speech difficulties were rated significantly less highly on aspects of
their social communication, including the subscales of communicative coherence and
use of conversational context.
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