title: Measuring Early Communication in Spanish Speaking Children: The Communication Complexity Scale in Peru.
abstract: BACKGROUND
  There is a great need in the United States to develop presymbolic evaluation tools that are widely available and accurate for individuals that come from a bilingual and/or multicultural setting. The Communication Complexity Scale (CCS) is a measure that evaluates expressive presymbolic communication including gestures, vocalizations and eye gaze. Studying the effectiveness of this tool in a Spanish speaking environment was undertaken to determine the applicability of the CCS with Spanish speaking children. Methods & Procedures: In 2011-2012, researchers from the University of Kansas and Centro Ann Sullivan del Perú (CASP) investigated communication in a cohort of 71 young Spanish speaking children with developmental disabilities and a documented history of self-injurious, stereotyped and aggressive behaviors. Communication was assessed first by parental report with translated versions of the Communication and Symbolic Behavior Scales (CSBS), a well-known assessment of early communication, and then eleven months later with the CCS.
  
  
  OBJECTIVE
  We hypothesized that the CCS and the CSBS measures would be significantly correlated in this population of Spanish speaking children.
  
  
  RESULTS
  The CSBS scores from time 1 with a mean participant age of 41 months were determined to have a strong positive relationship to the CCS scores obtained at time 2 with a mean participant age of 52 months.
  
  
  CONCLUSIONS
  The CCS is strongly correlated to a widely accepted measure of early communication. These findings support the validity of the Spanish version of the CCS and demonstrate its usefulness for children from another culture and for children in a Spanish speaking environment.
authors.affiliation: University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
authors.forename: Erin
authors.initials: E
authors.lastname: Atwood
authors.affiliation: University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
authors.forename: Nancy C
authors.initials: NC
authors.lastname: Brady
authors.affiliation: University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
authors.forename: Amy
authors.initials: A
authors.lastname: Esplund
keywords: Spanish; assessment; autism; disabilities; presymbolic