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Denusik L, Glista D, Servais M, Friesen J, Oram J, Cunningham BJ. "We were the best people to do the job": Caregivers' reported outcomes of a virtual caregiver-delivered program for autistic preschoolers. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2024; 9:23969415241244767. [PMID: 38694817 PMCID: PMC11062079 DOI: 10.1177/23969415241244767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2024]
Abstract
Background and aims Caregiver-delivered programs are a recommended best practice to support young autistic children. While research has extensively explored children's outcomes quantitatively, minimal qualitative research has been conducted to understand caregivers' perspectives of program outcomes for themselves and their children. Hearing directly from caregivers is an important step in ensuring these programs are meeting the needs of those who use them. This study explored caregivers' perceived outcomes following one virtual caregiver-delivered program, The Hanen Centre's More Than Words® (MTW) program. Methods This study was a secondary analysis of data from individual interviews conducted with 21 caregivers who had recently participated in a virtual MTW program. A hybrid codebook thematic analysis approach was taken to analyze the interview data. Program outcomes were coded and analyzed within the International Classification Functioning, Disability, and Health (ICF) framework. Additionally, caregivers completed an online survey and rated Likert Scale items about perceived program outcomes, which were analyzed descriptively. Results Five themes were identified: (1) caregivers learned new strategies to facilitate their child's development, (2) caregivers developed a new mindset, (3) children gained functional communication skills, (4) caregiver-child relationships improved, and (5) caregivers gained a social and professional support network. These themes fell within four of five ICF framework components (activities, participation, personal factors, and environmental factors). No themes were identified under Body Structures and Functions. Survey results indicated most caregivers reported learning new communication strategies (n = 20, 95%), and identifying new teaching opportunities with their child (n = 21, 100%). Conclusions Some reported outcomes, related to Activities and Participation, were consistent with previous reports in the literature on the MTW program. In line with previous research, caregivers learned strategies to support their child's communication development. Contrary to previous quantitative studies, caregivers in this study rarely commented on gains in vocabulary and instead focused on gains in skills that positively impacted their child's ability to engage in meaningful social interaction. Novel outcomes were identified within the Participation, Personal Factors, and Environmental Factors components of the ICF framework. Implications Caregivers in this study identified important outcomes for themselves and their child that have not been the focus of prior research, suggesting it is important to integrate their perspectives in the development and evaluation of caregiver-delivered programs. Clinicians should include goals that address outcomes identified as important by caregivers, including those that address children's Participation, and those that target caregivers' Personal and Environmental Factors. Developers of caregiver-delivered programs could integrate identified goals to ensure they are meeting families' needs.
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Affiliation(s)
- Lauren Denusik
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
| | - Danielle Glista
- University of Western Ontario, London, ON, Canada
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
| | | | - Jodi Friesen
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
| | - Janis Oram
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
| | - Barbara Jane Cunningham
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, ON, Canada
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Kwok EYL, Rosenbaum P, Cunningham BJ. Speech-language pathologists' treatment goals for preschool language disorders: An ICF analysis. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:885-892. [PMID: 36416180 DOI: 10.1080/17549507.2022.2142665] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE The World Health Organization's International Classification of Functioning, Disability and Health (ICF) provides a comprehensive framework to conceptualise clinical services. This study explored how speech-language pathologists (SLPs) conceptualised therapy goals for preschoolers with language difficulties and disorders within the ICF framework. METHOD An online survey was distributed to SLPs practising in a publicly funded Preschool Speech and Language program in Ontario, Canada. SLPs rated their familiarity with the ICF framework, and then reported all therapy goals for one child with language difficulty/disorder on their caseload. For each reported goal, SLPs indicated the ICF component(s) they felt the goal addressed. Researchers then independently categorised SLPs' reported goals into the ICF components. RESULT Ninety-three SLPs completed the survey, and 81% reported they were at least "somewhat" familiar with the ICF framework. On average, SLPs reported three therapy goals per child, and felt the Activities and Participation components were most frequently targeted (73% and 72% of all reported goals, respectively). Researchers categorised SLPs' reported goals differently, and identified 57% of goals addressing the Activities component, and 21% the Participation component. CONCLUSION There is a need to better understand how SLPs and researchers conceptualise the ICF framework, particularly the Participation component.
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Affiliation(s)
- Elaine Y L Kwok
- Department of Pediatrics, McMaster University, Hamilton, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada, and
| | - Peter Rosenbaum
- Department of Pediatrics, McMaster University, Hamilton, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada, and
| | - Barbara J Cunningham
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada, and
- School of Communication Sciences and Disorders, Faculty of Health Sciences, Western University, London, Canada
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Zerbeto AB, Zanolli MDL, Shon RY. ICF and perception of functioning according to children/adolescents in follow-up with speech/language disorders. Codas 2023; 35:e20210167. [PMID: 37585894 PMCID: PMC10449091 DOI: 10.1590/2317-1782/20232021167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 09/15/2022] [Indexed: 08/18/2023] Open
Abstract
PURPOSE To characterize changes in the functioning aspects, in the perception of children and adolescents with speech and language disorders under speech-language follow-up, using the ICF. METHODS Descriptive, analytical and longitudinal research, with a qualitative and quantitative approach, whose sample consisted of 60 children and adolescents: 30 with speech and language disorders and 30 with typical speech and language development. Data collection was carried out in two moments: beginning of the research and six months later. A semi-structured questionnaire was administered to the participants, and a medical records analysis was performed. From these data, functioning was classified using he ICF categories. The Wilcoxon test and thematic content analysis were used to compare the interviews. RESULTS The use of ICF allowed characterizing changes resulting from speech-language follow-up. Participants with speech and language disorders presented a decrease in the magnitude of the qualifiers in the categories: articulation and fluency, social relationships, daily activities, engagement in play, people's attitude barriers, and how to handle stress. CONCLUSION The findings show changes in components of Body Functions, Activities and Participation, and the influence of Environmental Factors after speech-language follow-up, in the perception of the studied group, which brings relevant subsidies for a greater understanding of functioning and therapeutic intervention. The use of the ICF enabled the longitudinal analysis in a biopsychosocial approach, contemplating, in addition to biological aspects, the social impact of speech and language disorders in the lives of these children and adolescents.
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Affiliation(s)
- Amanda Brait Zerbeto
- Pós-graduação em Saúde da Criança e do Adolescente, Universidade Estadual de Campinas - UNICAMP - Campinas (SP), Brasil.
| | - Maria de Lurdes Zanolli
- Pós-graduação em Saúde da Criança e do Adolescente, Universidade Estadual de Campinas - UNICAMP - Campinas (SP), Brasil.
| | - Regina Yu Shon
- Pós-graduação em Saúde da Criança e do Adolescente, Universidade Estadual de Campinas - UNICAMP - Campinas (SP), Brasil.
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Nogueira GDR, Lemos SMA, Britto DBDOE. Activities and participation of children with language disorders in outpatient care according to the ICF. Codas 2023; 35:e20220007. [PMID: 37556703 PMCID: PMC10446747 DOI: 10.1590/2317-1782/20232022007pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 08/15/2022] [Indexed: 08/11/2023] Open
Abstract
PURPOSE To identify the main categories of the Activities and Participation component of the International Classification of Functioning, Disability, and Health and to verify the association with age, gender, education, and speech therapy diagnosis in children who are assisted by an oral language clinic. METHODS This is an analytical and cross-sectional observational study, carried out with secondary data from 32 medical records of children with the majority male, mean age of 41.03 months, in early childhood education and language disorder associated with other conditions. The main speech-language pathology manifestations were coded according to the pre-selected categories of the Activities and Participation component, and descriptive and bivariate statistical analyzes were performed, and the Fisher's Exact test was used with a significance level of 5%. RESULTS The descriptive analysis of the pre-selected categories allowed us to verify a high number of "Not informed" answers, with a higher percentage in vocal expression without speech (d331) performance (93.8%), making decisions (d177) ability (90.6%), problem solving (d175) performance (65.6%) and capacity (87.5%), reception of oral messages (d310) performance (65.6%) and eating (d550) capacity (65.6%). Among the 24 categories selected, 12 jointly contemplated the Qualifiers of Performance and Capacity. There was a statistically significant association between the three categories with sociodemographic data and speech therapy diagnoses. CONCLUSION Difficulties were identified in several categories of the Activities and Participation component and statistically significant associations between them and sociodemographic data and speech therapy diagnoses, showing the impacts of oral language disorders on the activities and participation of children assisted in an outpatient speech therapy service.
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Affiliation(s)
| | - Stela Maris Aguiar Lemos
- Departamento de Fonoaudiologia, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
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Bruinsma G, Wijnen F, Gerrits E. Language gains in 4-6-year-old children with developmental language disorder and the relation with language profile, severity, multilingualism and non-verbal cognition. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:765-785. [PMID: 36478026 DOI: 10.1111/1460-6984.12821] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 10/17/2022] [Indexed: 05/12/2023]
Abstract
BACKGROUND Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinicians observe large individual differences in language growth, and differences in outcomes across language domains. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. AIMS To assess changes in the language domains: expressive morphosyntax; receptive and expressive vocabulary; and comprehension, in children in special needs education for DLD. To explore if differences in language gains between children are related to child characteristics: language profile; severity of the disorder; being raised mono- or multilingually; and cognitive ability. METHODS & PROCEDURES We extracted data from school records of 154 children (4-6 years old) in special needs education offering a language and communication-stimulating educational environment, including speech and language therapy. Changes in language were measured by comparing the scores on standardized language tests at the beginning and the end of a school year. Next, we related language change to language profile (receptive-expressive versus expressive-only disorders), severity (initial scores), growing up mono- and multilingually, and children's reported non-verbal IQ scores. OUTCOMES & RESULTS Overall, the children showed significant improvements in expressive morphosyntax, expressive vocabulary and language comprehension. Baseline scores and gains were lowest for expressive morphosyntax. Differences in language gains between children with receptive-expressive disorders and expressive-only disorders were not significant. There was more improvement in children with lower initial scores. There were no differences between mono- and multilingual children, except for expressive vocabulary. There was no evidence of a relation between non-verbal IQ scores and language growth. CONCLUSIONS & IMPLICATIONS Children with DLD in special needs education showed gains in language performance during one school year. There was, however, little change in morphosyntactic scores, which supports previous studies concluding that poor morphosyntax is a persistent characteristic of DLD. Our results indicate that it is important to include all children with DLD in intervention: children with receptive-expressive and expressive disorders; mono- and multilingual children, and children with high, average and low non-verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. WHAT THIS PAPER ADDS What is already known on the subject Intervention studies indicate that intervention can be effective, but not for all children with DLD, and not in all language domains. Longitudinal studies on language development show stable growth patterns in children with DLD at the group level. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. What this paper adds to existing knowledge In this study, we report on the language gains of a cohort of 154 children with DLD (4-6 years old), in a special education setting for children with language disorders. Our sample includes children with receptive-expressive disorders and expressive-only disorders, and monolingual as well as multilingual children. Our results show that children's language skills improved. The co-normed tests we used revealed that the children had much lower growth in morphosyntax than in the other language domains. Language gains between children with receptive-expressive and expressive-only language disorders did not differ, children with lower initial test scores showed more improvement than children with higher initial scores, multilingual children showed more gains in expressive vocabulary than monolingual children, and there was no effect of non-verbal IQ on change in language scores. What are the potential or actual clinical implications of this work? The results suggest that catching up on language is possible for children with DLD. It is important to include all children with DLD in intervention: mono- and multilingual children; children with receptive-expressive and expressive disorders; and children with high, average and low non-verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. The limited growth in morphosyntax compared with other linguistic areas warrants the attention of both practitioners and researchers, with a particular focus on the implementation of research findings in clinical practice.
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Affiliation(s)
- Gerda Bruinsma
- HU University of Applied Sciences Utrecht, Research Center for Healthy and Sustainable Living, Utrecht, the Netherlands
| | - Frank Wijnen
- Utrecht University, Utrecht Institute of Linguistics (UiL-OTS), Utrecht, the Netherlands
| | - Ellen Gerrits
- HU University of Applied Sciences Utrecht, Research Center for Healthy and Sustainable Living, Utrecht, the Netherlands
- Utrecht University, Utrecht Institute of Linguistics (UiL-OTS), Utrecht, the Netherlands
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Kokotek LE, Washington KN. Characterizing Communicative Participation in Multilingual Jamaican Preschoolers. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:658-674. [PMID: 36827540 PMCID: PMC10171857 DOI: 10.1044/2022_ajslp-22-00138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 09/07/2022] [Accepted: 12/02/2022] [Indexed: 05/12/2023]
Abstract
PURPOSE This study characterized communicative participation and related aspects of functional communication for Jamaican Creole (JC)-English-speaking preschoolers with and without functionally defined speech sound disorders (fSSDs). This study included parent reports and direct assessment measures from an existing corpus of baseline data collected prior to the COVID-19 pandemic. METHOD The communicative participation of typically developing (TD; n = 226) bilingual JC-English-speaking preschoolers and those with fSSDs (n = 39) was documented using the Focus on the Outcomes of Communication Under Six (FOCUS). Functional speech intelligibility was recorded using the Intelligibility in Context Scale (ICS) in English and JC (ICS-JC). Objective measures of speech production were collected through direct child assessment in both languages and then transcribed and calculated for percent of consonants (PCC), vowels (PVC), and phonemes correct (PPC). Within-group relationships were explored using association testing, and differences between groups were explored through multivariate analyses. RESULTS FOCUS scores and ICS and ICS-JC scores were found to be minimally to moderately related for Jamaican preschoolers in the TD group (r = .28-.34, p < .002) and strongly related in the fSSD group (r = .56-.60, p < .002). No relations were observed between the FOCUS scores and PCC/PVC/PPC in either language. There was a statistically significant difference between all FOCUS scores for Jamaican preschoolers in the TD and fSSD groups (p ≤ .002). CONCLUSIONS These findings provide additional evidence for using the FOCUS beyond documenting change in communicative participation to support clinical decision-making in planning and developing speech-language interventions. This study also documents an important characterization of JC-English-speaking children with and without fSSDs, offering data on children's abilities that can be used in future comparisons of communicative participation and speech functioning observed during the COVID-19 pandemic and beyond.
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Affiliation(s)
- Leslie E. Kokotek
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Karla N. Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
- Department of Communicative Sciences and Disorders, New York University, NY
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Sayyahi F, Boulenger V. A temporal-based therapy for children with inconsistent phonological disorder: A case-series. CLINICAL LINGUISTICS & PHONETICS 2022:1-27. [PMID: 35694910 DOI: 10.1080/02699206.2022.2075792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 05/04/2022] [Accepted: 05/04/2022] [Indexed: 06/15/2023]
Abstract
Deficits in temporal auditory processing, and in particular higher gap detection thresholds have been reported in children with inconsistent phonological disorder (IPD). Here we hypothesized that providing these children with extra time for phoneme identification may in turn enhance their phonological planning abilities for production, and accordingly improve not only consistency but also accuracy of their speech. We designed and tested a new temporal-based therapy, inspired by Core Vocabulary Therapy and called it T-CVT, where we digitally lengthened formant transitions between phonemes of words used for therapy. This allowed to target both temporal auditory processing and word phonological planning. Four preschool Persian native children with IPD received T-CVT for eight weeks. We measured changes in speech consistency (% inconsistency) and accuracy (percentage of consonants correct PCC) to assess the effects of the intervention. Therapy significantly improved both consistency and accuracy of word production in the four children: % inconsistency decreased from 59% on average before therapy to 2% post-T-CVT, and PCC increased from 61% to 92% on average. Consistency and accuracy were furthermore maintained or even still improved at three-month follow-up (2% inconsistency and 99% PCC). Results in a nonword repetition task showed the generalization of these effects to non-treated material: % inconsistency for nonwords decreased from 67% to 10% post-therapy, and PCC increased from 63% to 90%. These preliminary findings support the efficacy of the T-CVT intervention for children with IPD who show temporal auditory processing deficits as reflected by higher gap detection thresholds.
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Affiliation(s)
- Fateme Sayyahi
- School of Rehabilitation, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Véronique Boulenger
- Laboratoire Dynamique du Langage, UMR5596 CNRS/Université Lyon 2, Lyon, France
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Baker E, Masso S, Huynh K, Sugden E. Optimizing Outcomes for Children With Phonological Impairment: A Systematic Search and Review of Outcome and Experience Measures Reported in Intervention Research. Lang Speech Hear Serv Sch 2022; 53:732-748. [PMID: 35394819 DOI: 10.1044/2022_lshss-21-00132] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023] Open
Abstract
PURPOSE Reporting of outcome and experience measures is critical to our understanding of the effect of intervention for speech sound disorders (SSD) in children. There is currently no agreed-upon set of measures for reporting intervention outcomes and experiences. In this article, we introduce the Speech Outcome Reporting Taxonomy (SORT), a tool designed to assist with the classification of outcome and experience measures. In a systematic search and review using the SORT, we explore the type and frequency of these measures reported in intervention research addressing phonological impairment in children. Given the integral relationship between intervention fidelity and intervention outcomes, reporting of fidelity is also examined. METHOD Five literature databases were searched to identify articles written or translated into English published between 1975 and 2020. Using the SORT, outcome and experience measures were extracted and categorized. The number of intervention studies reporting fidelity was determined. RESULTS A total of 220 articles met inclusion criteria. The most frequently reported outcome domain was broad generalization measures (n = 142, 64.5%), followed by specific measures of generalization of an intervention target (n = 133, 60.5%). Eleven (5.0%) articles reported measures of the impact of the phonological impairment on children's activity, participation, quality of life, or others. Twenty articles (9.1%) reported on parent, child, or clinician experience or child engagement. Fidelity data were reported for 13.4% of studies of interventions. CONCLUSIONS The measurement of intervention outcomes is challenging yet important. No single type of measure was reported across all articles. Through using tailored measures closely related to intervention targets in combination with a universal set of measures of intelligibility, the impact of phonological impairment on children's lives, and the experience of receiving and providing intervention, researchers and clinicians could work together to progress insights and innovations in science and practice for children with SSD. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19497803.
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Affiliation(s)
- Elise Baker
- School of Health Sciences, Western Sydney University, New South Wales, Australia.,South Western Sydney Local Health District, Liverpool, New South Wales, Australia.,Ingham Institute for Applied Medical Research, Liverpool, New South Wales, Australia
| | - Sarah Masso
- Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia.,Charles Sturt University, Bathurst, New South Wales, Australia
| | - Kylie Huynh
- Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia
| | - Ellie Sugden
- School of Health Sciences, Western Sydney University, New South Wales, Australia
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Denman D, Kim JH, Munro N, Speyer R, Cordier R. Consensus on Terminology for Describing Child Language Interventions: A Delphi Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3504-3519. [PMID: 34464546 DOI: 10.1044/2021_jslhr-20-00656] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Language intervention for children with language disorder may be effective; however, lack of detailed and consistent terminology for describing language interventions poses barriers for advancement within the field. This study aimed to develop consensus from speech-language pathologists (SLPs) in Australia on a taxonomy with terminology for describing language interventions for school-aged children and investigate SLPs' application of taxonomy terminology when describing child language interventions. Method A taxonomy with terms for describing interventions was developed with reference to contemporary literature and presented to clinicians and researchers with expertise in child language disorders in a three-round Delphi study. We asked Delphi participants to indicate agreement with the taxonomy or propose changes. Application of the taxonomy was investigated by asking participants to use taxonomy terminology to describe interventions presented in two case studies. Results The taxonomy consists of five aspects across which interventions may be described: modality/domain, purpose, delivery, form, and teaching techniques. Consensus on the taxonomy was established in both Round 1 (55 participants) and Round 2 (43 participants), with 100% of SLPs strongly agreeing or agreeing with the overall structure of the taxonomy and at least 87.3% of SLPs strongly agreeing or agreeing with each aspect. In Round 3 (32 participants), consensus was reached on 45/54 taxonomy categories (4/12 of the components) for Case Study 1 and 45/54 taxonomy categories (7/12 of the components) for Case Study 2. Conclusions Consensus on a taxonomy with terminology for describing language interventions represents a significant advancement in the field of child language intervention. Future actions may be needed to facilitate consistent application of taxonomy terms. Supplemental Material https://doi.org/10.23641/asha.16435290.
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Affiliation(s)
- Deborah Denman
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Jae-Hyun Kim
- Department of Linguistics, Macquarie University, North Ryde, New South Wales, Australia
| | - Natalie Munro
- Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, New South Wales, Australia
| | - Renée Speyer
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Department of Special Needs Education, University of Oslo, Norway
- Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, the Netherlands
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, United Kingdom
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Beiting M, Maas E. Autism-Centered Therapy for Childhood Apraxia of Speech (ACT4CAS): A Single-Case Experimental Design Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1525-1541. [PMID: 33684309 DOI: 10.1044/2020_ajslp-20-00131] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose A subset of children with autism spectrum disorder (ASD) has speech sound disorders, including childhood apraxia of speech (CAS). To date, virtually all speech treatment studies consider ASD an exclusionary criterion, resulting in little scientific evidence for treatment of CAS for children who also have ASD. This study proposes and tests a novel approach, Autism-Centered Therapy for Childhood Apraxia of Speech (ACT4CAS), as a theoretically and clinically informed speech treatment option for this population. Method Using a multiple-baseline design within and across participants, three children with co-occurring ASD and CAS received 11-18 treatment sessions. Treatment targets were individually designed and matched with untreated control words. Probes were administered at the start of each session to assess speech production accuracy perceptually. Changes in production accuracy were examined through visual inspection and quantified with effect sizes. Results Findings were mixed, with one child showing significant gains for half of the treated targets at follow-up and two children showing no clear improvement. Conclusions Preliminary evidence suggests potentially positive treatment effects for ACT4CAS when implemented as intended, although treatment intensity and disorder severity likely influence treatment outcome. Replication and comparison of ACT4CAS to other speech treatments is needed. Supplemental Material https://doi.org/10.23641/asha.14110445.
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Affiliation(s)
- Molly Beiting
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
| | - Edwin Maas
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
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Kwok EYL, Rosenbaum P, Thomas-Stonell N, Cunningham BJ. Strengths and challenges of the COSMIN tools in outcome measures appraisal: A case example for speech-language therapy. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:313-329. [PMID: 33580576 DOI: 10.1111/1460-6984.12603] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 12/17/2020] [Accepted: 01/18/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) is an international initiative that offers standardized and validated tools to guide the appraisal of patient-reported outcome measures in healthcare. AIMS To explore the use of a new set of tools from the COSMIN to appraise studies on one outcome measure available to speech and language therapists (SLTs). METHODS & PROCEDURES We used the COSMIN tools to appraise seven studies and a user manual that reported the measurement properties of the Focus on the Outcomes of Children Under Six (FOCUS), a validated measure of pre-schoolers' communicative participation that is used in various contexts around the world. OUTCOMES & RESULTS Using COSMIN guidelines, the FOCUS was categorized as a 'category A' tool because there was a sufficient level of evidence to support its content validity and internal consistency. According to the COSMIN guidelines, this means that the FOCUS can be recommended for use. The quality of evidence supporting measurement properties of the FOCUS received a rating of 'moderate', meaning users can have moderate confidence in its measurement properties. Since these ratings from the COSMIN tools may be unclear to users of the FOCUS, we have provided more specific recommendations. CONCLUSIONS & IMPLICATIONS The COSMIN tools offer detailed standards to support the appraisal of outcome measures available to SLTs. However, several limitations were observed, and recommendations to support the application of the COSMIN tools are provided. What this paper adds What is already known on the subject Collecting outcome data is essential to ensure speech and language therapy is effective. Until the development of COSMIN there was a lack of standards in the way the measurement properties of outcome measure instruments were appraised. What this paper adds to existing knowledge This paper used the FOCUS, a measure of pre-schoolers' communicative participation outcomes in speech and language therapy, as a case example to illustrate the applications of the COSMIN tools. In doing so, the strengths and limitations of the current COSMIN tools in appraising the quality of outcome measure instruments are emphasized. What are the potential or actual clinical implications of this work? The COSMIN tools offer a step-by-step, standardized approach to appraise various measurement properties in outcome instruments. Due to existing limitations of the COSMIN tools, appraisal should provide clear and specific recommendations so users of outcome measures (e.g., SLTs, researchers) can identify the appropriate uses of each instrument.
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Affiliation(s)
- Elaine Yuen Ling Kwok
- CanChild, McMaster University, Hamilton, ON, Canada
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
| | - Peter Rosenbaum
- CanChild, McMaster University, Hamilton, ON, Canada
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
| | | | - Barbara Jane Cunningham
- CanChild, McMaster University, Hamilton, ON, Canada
- School of Communication Sciences and Disorders, Elborn College, Western University, London, ON, Canada
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Varghese AL, Thomas C, Mohan M, Karuppali S. A Comparative Study of the Communication Profile of Typically Developing Children and Children with Receptive-Expressive Language Disorders: A Parental Perceptive. Clin Pract Epidemiol Ment Health 2021; 17:177-186. [PMID: 35136414 PMCID: PMC8719280 DOI: 10.2174/1745017902117010177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 08/24/2021] [Accepted: 09/13/2021] [Indexed: 11/24/2022]
Abstract
Background: Parental concerns pertaining to communication abilities are essential as it does aid in the identification of the children at risk of physical and mental health problems. Objectives: The current study followed a cross sectional study design. The study focussed on developing a questionnaire targeting the parental concerns in Typically developing (TD) children and children with Receptive-Expressive Language Disorders (CWRELD) between 3.7 and 6.6 years of age; to administer the developed questionnaire on parents of TD children and CWRELD; and to analyse and compare the concerns faced by parents of TD children and CWRELD across 3.7 and 6.6 years of age. Methods: Fifty-one parents of TD children and 51 parents of CWRELD participated in the study. The study was carried out in three phases- Phase I included the development and validation of questionnaire; Phase II included data collection using the developed questionnaire; and Phase III included performing statistical analysis. Descriptive statistics was done to determine the mean and standard deviation (SD) for both the TD and CWRELD groups. Results: The results revealed that the concerns exhibited by parents of CWRELD were significantly higher than that of parents of TD children. Chi square results indicated statistically significant findings across all the domains between TD children and CWRELD (p<0.05). Conclusion: The developed questionnaire can be used in clinical settings to help track parental concerns which may aid in the early identification of children at risk of various communication disorders. Additionally, this questionnaire may be considered for monitoring parental concerns throughout the course of the intervention program.
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Piazzalunga S, Salerni N, Limarzi S, Ticozzell B, Schindler A. Assessment of children's communicative participation: a preliminary study on the validity and reliability of the Italian Focus on the Outcomes of Communication Under Six (FOCUS-I) in preschool age. SPEECH LANGUAGE AND HEARING 2020. [DOI: 10.1080/2050571x.2020.1738037] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Silvia Piazzalunga
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
- Department of Psychology, University of Milan-Bicocca, Milan, Italy
| | | | - Sofia Limarzi
- Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
| | - Benedetta Ticozzell
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
| | - Antonio Schindler
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
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Oddson B, Thomas-Stonell N, Robertson B, Rosenbaum P. Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome. Child Care Health Dev 2019; 45:600-605. [PMID: 30986321 DOI: 10.1111/cch.12669] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Revised: 04/08/2019] [Accepted: 04/11/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND The Focus on the Outcomes of Communication Under Six (FOCUS) is a 50-item outcome measure based on the framework and concepts of World Health Organization's International Classification of Functioning. The FOCUS has been shown to capture participation-level changes associated with speech and language therapy in children 18 to 72 months old and has established validity and reliability. However, there were reasons to try to reduce the measure without losing any of its proven value as a change-detecting instrument. METHODS Using data from 18,931 preschool children, we used item response models and a test of redundancy to reduce the original 50-item FOCUS to 34 items. We then assessed the correlations between FOCUS-50 and FOCUS-34 scores on these children. RESULTS Findings show that a shortened (34-item) version of FOCUS can be treated as equivalent to the full 50-item version. CONCLUSION The correlation between change scores on the two versions is .98. We suggest that in situations where only a total score is of interest, the FOCUS-34 can be used in place of the full FOCUS.
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Affiliation(s)
- Bruce Oddson
- School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada
| | - Nancy Thomas-Stonell
- Research Associate, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Ontario, Canada
| | | | - Peter Rosenbaum
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Ontario, Canada
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15
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Antunes APDA, Silva CSRD, Ferreira LP, Palladino RRR. Use of the International Classification of Functioning, Disability and Health in Speech-Language-Hearing Therapy: an integrative literature review. REVISTA CEFAC 2019. [DOI: 10.1590/1982-0216/201921418018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose: to carry out an integrative review of literature regarding the use of the ICF in Speech-Language-Hearing Therapy. Methods: a search was conducted on both national and international databases, for articles published between 2008 and 2018, considering the following descriptors in Portuguese, English and Spanish: “International Classification of Functioning, Disability and Health”, “Speech-Language-Hearing”, and “Speech Therapy”. Duplicated articles, as well as those introducing new ICF-based protocols and studies whose theme didn’t refer exclusively to speech-language-hearing practices were excluded. Results: 36 articles were found, 9 of which met the inclusion criteria. The articles were categorized according to speech-language-hearing subareas (most belonging to the subarea of language), and to types of study (most being case studies). Conclusion: studies point out that the ICF can contribute to the development of unique therapy projects in a broader approach to health in the speech-language-hearing clinic. However, it has been perceived the need for more researches on the theme with applicability to the other fields of knowledge in speech-language-hearing sciences.
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Rusiewicz HL, Maize K, Ptakowski T. Parental experiences and perceptions related to childhood apraxia of speech: Focus on functional implications. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 20:569-580. [PMID: 28786692 DOI: 10.1080/17549507.2017.1359333] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2016] [Revised: 06/14/2017] [Accepted: 07/11/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE The purpose of this study was to examine the functional implications of childhood apraxia of speech (CAS) as experienced by children and their parents. METHOD Using a mixed qualitative/quantitative design, 40 parents responded to two Likert-scale questionnaires and four phenomenological questions about their personal experiences and their perceptions of their children's (ages 3-16 years) experiences of living with CAS. RESULT Quantitative data indicated that although parents reported concern about their children's speech production as expected, they also expressed that CAS affected their children's every day activities and social interactions. Four key themes emerged from the parents' qualitative responses (1) concerns about their children's intelligibility, (2) challenges with peer relationships, (3) reliance on parent to be the child's "voice" and (4) emotional responses such as frustration. CONCLUSION Parents' perceptions of the functional implications of CAS focussed on their children's peer interactions, their own need to be the voice for their children, and the broader functional impact of CAS on their children in daily activities. These functional implications of CAS may play a role in supporting the clinical management of those with CAS by implementing peer-related activities, functional social situations and parent education/support during intervention.
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Affiliation(s)
| | | | - Theresa Ptakowski
- c Raleigh Court Health and Rehabilitation Center , Roanoke , VA , USA
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17
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Eadie P, Conway L, Hallenstein B, Mensah F, McKean C, Reilly S. Quality of life in children with developmental language disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2018; 53:799-810. [PMID: 29577529 DOI: 10.1111/1460-6984.12385] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2017] [Revised: 02/22/2018] [Accepted: 02/28/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Developmental language disorder (DLD) is common in children, but little is known about its association with quality of life (QoL) in middle childhood. QoL is a complex construct, aligning with an individual's sense of well-being and is related to functional limitations associated with DLD. Biopsychosocial models of disability account for both the extent and functional limitations of the impairment; however, the DLD literature rarely reports on both aspects. Studies are required that detail QoL in children with and without DLD. AIMS To investigate the association between DLD, identified at 4 years and persisting at 7 years, and QoL over 4, 7 and 9 years; to compare QoL for children whose DLD was mild to moderate and severe at 7 years; and to investigate how variables known to impact on language development (e.g., maternal vocabulary), as well as social-emotional behaviours at 4 and 7 years contribute to QoL at 9 years. METHODS & PROCEDURES The analyses included 872 children who participated in the 4-, 7- and 9-year data collection of the Early Language in Victoria Study (ELVS). We compared the parent-reported QoL profiles at 4, 7 and 9 years for children with and without DLD, and those with mild to moderate and severe DLD using the Pediatric Quality of Life Inventory (PedsQL). We conducted regression analyses to estimate how child, family and environmental factors predicted QoL at 9 years, including social-emotional behaviours measured using the Strengths & Difficulties Questionnaire (SDQ) at 4 and 7 years. OUTCOME & RESULTS Children with DLD (n = 70) had lower parent-reported QoL at 9 years than typically developing children (n = 802), with mean scores of 74.9 and 83.9 respectively. There was no evidence of differences in QoL between those with severe (n = 14) or mild to moderate (n = 56) DLD. In contrast to their peers, children with DLD had a profile of declining QoL between 4 and 9 years. For all children, language skills at 7 years predicted QoL at 9 years. For children with DLD, emotional symptoms and peer problems at 4 years plus SDQ Total Difficulties at 7 years were predictive of lower QoL at 9 years. CONCLUSIONS & IMPLICATIONS Children with DLD had a lower QoL than their typical peers at 9 years and, contrary to previous studies, differences in QoL were not observed with DLD severity. Co-occurring social-emotional problems appear to play an important role in contributing to the lower QoL experienced by children with DLD. Consideration of associated functional limitations is required to support the communication and social development of all young children with DLD.
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Affiliation(s)
- Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Carlton, VIC, Australia
| | - Laura Conway
- Murdoch Children's Research Institute, Parkville, Victoria, Australia
| | - Birgit Hallenstein
- Children's Development Team, Department of Health, Northern Territory, Australia
| | - Fiona Mensah
- Murdoch Children's Research Institute, Parkville, Victoria, Australia
| | - Cristina McKean
- Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Sheena Reilly
- Griffith University, Gold Coast, Queensland, Australia
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Cunningham BJ, Hanna SE, Rosenbaum P, Thomas-Stonell N, Oddson B. Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:737-750. [PMID: 29710096 DOI: 10.1044/2017_ajslp-17-0079] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 12/07/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The aim of this study was to identify predictors of communicative participation outcomes for a large cohort of preschoolers with speech and language impairments. METHOD A secondary analysis of longitudinal program evaluation data from Ontario, Canada's Preschool Speech and Language Program was done. Data available for 46,872 children 18-67 months of age (M = 41.76 months, SD = 11.92; 68% boys, 32% girls) were previously used to predict children's communicative participation skill development in 5 levels of function. Demographic and intervention-based variables were added to the models to identify new predictors of growth. RESULTS Three demographic and 3 intervention-based variables were statistically significant predictors of children's communicative participation outcomes. Clinically significant predictors included participation in an early learning environment, receipt of speech-language interventions, and the amount of time spent in intervention. These variables impacted predicted outcomes differently, depending on a child's level of communicative function. CONCLUSIONS This population-based study of preschoolers with speech and language impairments identified predictors of growth in communicative participation skills-an outcome important and meaningful to families but not often explored. A broad picture emerged of factors that may influence the development of communicative participation skills and may be used to predict outcomes for preschoolers. Given the large sample size, these robust findings may be used to predict outcomes outside the Preschool Speech and Language Program as well. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.6024422.
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Affiliation(s)
- Barbara Jane Cunningham
- School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
- McMaster University, Hamilton, Ontario, Canada
| | - Steven E Hanna
- Department of Health Research Methods Evidence and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Peter Rosenbaum
- School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
- Department of Pediatrics and School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- McMaster University, Hamilton, Ontario, Canada
| | | | - Bruce Oddson
- School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada
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Nguyen TNN, Spencer-Smith M, Zannino D, Burnett A, Scratch SE, Pascoe L, Ellis R, Cheong J, Thompson D, Inder T, Doyle LW, Anderson PJ. Developmental Trajectory of Language From 2 to 13 Years in Children Born Very Preterm. Pediatrics 2018; 141:peds.2017-2831. [PMID: 29632253 PMCID: PMC5914491 DOI: 10.1542/peds.2017-2831] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/31/2018] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES The objective of this study was to describe language functioning at 13 years of age and examine its developmental trajectory from 2 to 13 years of age in children born very preterm (VP) compared with term controls. METHODS Two hundred and twenty-four children born VP (<30 weeks' gestation) and 77 term controls had language skills assessed by using performance-based and/or parent-report measures at 2, 5, 7, and 13 years of age. Regression models were used to compare verbal memory, grammar, semantics, and pragmatic skills between the VP and term groups at 13 years of age. Linear mixed effects regression models were used to assess language trajectories from 2 to 13 years of age. RESULTS Compared with term controls, children born VP had poorer functioning across all components of language (mean group differences ranged from -0.5 SD to -1 SD; all P < .05) at 13 years of age. At each follow-up age, the VP group displayed poorer language functioning than the term controls, with the groups exhibiting similar developmental trajectories (slope difference = -0.01 SD per year; P = .55). CONCLUSIONS Children born VP continue to display language difficulties compared with term controls at 13 years of age, with no evidence of developmental "catch-up." Given the functional implications associated with language deficits, early language-based interventions should be considered for children born VP.
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Affiliation(s)
- Thi-Nhu-Ngoc Nguyen
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Megan Spencer-Smith
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Diana Zannino
- Murdoch Children’s Research Institute, Melbourne, Australia
| | - Alice Burnett
- Murdoch Children’s Research Institute, Melbourne, Australia;,Departments of Paediatrics and,Department of Neonatal Medicine, The Royal Children's Hospital, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Shannon E. Scratch
- Murdoch Children’s Research Institute, Melbourne, Australia;,Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada;,Department of Paediatrics, Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada
| | - Leona Pascoe
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Rachel Ellis
- Murdoch Children’s Research Institute, Melbourne, Australia
| | - Jeanie Cheong
- Murdoch Children’s Research Institute, Melbourne, Australia;,Obstetrics and Gynaecology, University of Melbourne, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Deanne Thompson
- Murdoch Children’s Research Institute, Melbourne, Australia;,Departments of Paediatrics and,Florey Institute of Neuroscience and Mental Health, Melbourne, Australia; and
| | - Terrie Inder
- Department of Pediatrics Newborn Medicine, Brigham and Women’s Hospital, Boston, Massachusetts
| | - Lex W. Doyle
- Departments of Paediatrics and,Obstetrics and Gynaecology, University of Melbourne, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Peter J. Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
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McNeilly LG. Using the International Classification of Functioning, Disability and Health Framework to Achieve Interprofessional Functional Outcomes for Young Children: A Speech-Language Pathology Perspective. Pediatr Clin North Am 2018; 65:125-134. [PMID: 29173712 DOI: 10.1016/j.pcl.2017.08.025] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The International Classification of Functioning, Disability and Health (ICF) framework is an excellent tool to facilitate the writing of functional goals for children who exhibit communication disorders and other developmental problems that require services from professionals in multiple therapeutic areas. The holistic view of children provides each professional with an approach that integrates how one's specific health conditions and contextual factors influence a child's functioning and participation in daily activities. This allows the interprofessional team to view the child as a person, recognizing how one need influences another within his or her environment.
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Affiliation(s)
- Lemmietta G McNeilly
- Speech-Language Pathology, American Speech-Language-Hearing Association, 2200 Research Boulevard, #229, Rockville, MD 20850-3289, USA.
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McCormack J, Baker E, Crowe K. The human right to communicate and our need to listen: Learning from people with a history of childhood communication disorder. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 20:142-151. [PMID: 29160112 DOI: 10.1080/17549507.2018.1397747] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE In 2013, the Australian Government Senate formed a committee for inquiry and report into the prevalence of speech, language, and communication disorders and speech pathology services in Australia. Submissions were sought from individuals and organisations. In this paper, submissions made by individuals with a history of childhood communication disorder were examined to explore their life experiences and the impact on their lives when the right to communicate could not be enacted. METHOD There were 305 submissions to the Australian Government Senate Committee Inquiry, of which 288 were publically accessible. In this study, the submissions (n = 17) from children or adults with a history of communication disorder (including speech, language and stuttering), who provided personal accounts of their experiences, were analysed using an interpretative phenomenological approach. RESULT Four themes emerged relating to: personal identity, life with communication disorder, the importance of help, and how life would be different without a communication disorder. CONCLUSIONS This paper gives voice to children and adults with communication disorder. In listening to these voices, the impact of communication disorder on the right to communicate and on other human rights can be heard, and the need for a response is clear. However, the challenge is to determine how the voices of these individuals, and others like them, can be enabled to exert real influence on practice and policy so communication disorder will no longer be a barrier to attainment of their human rights.
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Affiliation(s)
- Jane McCormack
- a School of Teacher Education, Charles Sturt University , Albury and Sydney , Australia
| | - Elise Baker
- b Discipline of Speech Pathology, Faculty of Health Sciences , The University of Sydney , Lidcombe , Australia , and
| | - Kathryn Crowe
- a School of Teacher Education, Charles Sturt University , Albury and Sydney , Australia
- c Rochester Institute for Technology , Rochester , NY , USA
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Ostroschi DT, Zanolli MDL, Chun RYS. Families' perception of children / adolescents with language impairment through the International Classification of Functioning, Disability, and Health (ICF-CY). Codas 2017; 29:e20160096. [PMID: 28538828 DOI: 10.1590/2317-1782/20172016096] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2016] [Accepted: 09/23/2016] [Indexed: 11/22/2022] Open
Abstract
Purpose To investigate the perception of family members regarding linguistic conditions and social participation of children and adolescents with speech and language impairments using the International Classification of Functioning, Disability and Health - Children and Youth Version (ICF-CY). Methods Quali-quantitative approach research, in which a survey of medical records of 24 children/adolescents undergoing speech-language therapy and interviews with their family members was conducted. A descriptive analysis of the participants' profiles was performed, followed by a categorization of responses using the ICF-CY. Results All family members mentioned various aspects of speech/language categorized by the ICF-CY. Initially, they approached it as an organic issue, categorized under the component of Body Functions and Structures. Most reported different repercussions of the speech-language impairments on the domains, such as dealing with stress and speaking, qualified from mild to severe. Participants reported Environmental Factors categorized as facilitators in the immediate family's attitudes and as barriers in the social attitudes. Conclusion These findings, according to the use of the ICF-CY, demonstrate that the children/adolescents' speech-language impairments, from the families' perception, are primarily understood in the body dimension. However, guided by a broader approach to health, the findings in the Activities and Participation and Environmental Factors demonstrate a broader understanding of the participants of the speech-language impairments. The results corroborate the importance of using the ICF-CY as a health care analysis tool, by incorporating functionality and participation aspects and providing subsidies for the construction of unique therapeutic projects in a broader approach to the health of the group studied.
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Hidecker MJC, Cunningham BJ, Thomas-Stonell N, Oddson B, Rosenbaum P. Validity of the Communication Function Classification System for use with preschool children with communication disorders. Dev Med Child Neurol 2017; 59:526-530. [PMID: 28084630 DOI: 10.1111/dmcn.13373] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/17/2016] [Indexed: 11/27/2022]
Abstract
AIM To evaluate construct and predictive validity of the Communication Function Classification System (CFCS) for use with preschool children with a range of speech and language disorders. METHOD Seventy-seven preschool children with speech and language disorders (50 males, 27 females; mean 2y 7mo, standard deviation [SD] 1y) participated in this cohort study. Preschool children had speech and language, language-only, or speech-only disorders. Together with parent input, speech-language pathologists (SLPs) completed the CFCS at time 1. Parents and SLPs then independently completed a validated change-detecting functional communication outcome measure, the Focus on the outcomes of Communication Under Six (FOCUS), three times: at assessment (time 1), at the start of treatment (time 2), and at the end of treatment (time 3). RESULTS There was a significant negative correlation between CFCS classifications and FOCUS scores at all three measurement points for the ratings by both parents and SLPs (correlations ranged from -0.60 to -0.76). As expected, no correlations between CFCS classifications and FOCUS change scores were statistically significant. INTERPRETATION This study provides evidence of construct and predictive validity of the CFCS, demonstrating its value as a discriminative tool for use with preschool children with a range of speech and language disorders.
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Affiliation(s)
- Mary Jo Cooley Hidecker
- Division of Communication Disorders, Health Science Center, University of Wyoming, Laramie, WY, USA
| | - Barbara Jane Cunningham
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Nancy Thomas-Stonell
- Graduate Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Bruce Oddson
- School of Human Kinetics, Laurentian University, Sudbury, ON, Canada
| | - Peter Rosenbaum
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
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Cunningham BJ, Washington KN, Binns A, Rolfe K, Robertson B, Rosenbaum P. Current Methods of Evaluating Speech-Language Outcomes for Preschoolers With Communication Disorders: A Scoping Review Using the ICF-CY. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:447-464. [PMID: 28219081 DOI: 10.1044/2016_jslhr-l-15-0329] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2015] [Accepted: 06/11/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE The purpose of this scoping review was to identify current measures used to evaluate speech-language outcomes for preschoolers with communication disorders within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007). METHOD The review involved 5 phases outlined by Arksey and O'Malley (2005) and further developed by Levac, Colquhoun, and O'Brien (2010): (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the measures included. RESULTS A total of 214 relevant peer-reviewed publications were included in the review. Most publications used measures to evaluate changes in outcomes for Activities (65%), followed by measures evaluating changes in Body Functions (20%), and finally measures evaluating changes at the level of Participation (15%). There has been a slight increase in the evaluation of Participation-based outcomes in the past 4 years (2012-2015). CONCLUSION The review revealed a dearth of measures in the pediatric speech-language literature that address Participation-based outcomes. The authors strongly advocate for the use of Participation-based outcome measures to detect meaningful change in the lives of children and families.
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Affiliation(s)
| | - Karla N Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Amanda Binns
- Department of Communication Sciences and Disorders, Western University, London, Ontario, Canada
| | - Katelyn Rolfe
- Department of Biology, Queen's University, Kingston, Ontario, Canada
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Ronniger P, Melzer J, Petermann F, Rißling JK. Klassifikation von Sprachentwicklungsstörungen. KINDHEIT UND ENTWICKLUNG 2016. [DOI: 10.1026/0942-5403/a000197] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Zusammenfassung. Sprache ist ein wichtiger Bestandteil unserer Kultur und ermöglicht den Austausch von Gedanken und Gefühlen sowie die Aneignung von Wissen. Defizite in den sprachlichen Fähigkeiten können sich auf verschiedenen linguistischen Ebenen äußern, was in der Diagnostik von Sprachentwicklungsstörungen berücksichtigt werden sollte. Es folgt ein Überblick zur Symptomatik und zur Untergliederung von Sprachentwicklungsstörungen in den psychiatrischen Klassifikationssystemen DSM-5 und ICD-10. Zusätzlich wird ein Ausblick auf die ICD-11 (Beta-Entwurf) gegeben. Die diagnostischen Klassifikationssysteme werden der Interdisziplinären S2k-Leitlinie gegenübergestellt. Keines der dargestellten Systeme berücksichtigt die einzelnen linguistischen Ebenen der Sprache, wie es in der S2k-Leitlinie gefordert wird. Zudem bestehen deutliche Unterschiede in den Diagnosekriterien. In der Praxis führt dies zu erheblichen Schwierigkeiten in der differenzierten Erfassung von Sprachdefiziten. Die zuverlässige Abklärung einer Sprachentwicklungsstörung erfordert eine umfassende berufsübergreifende Diagnostik. Dafür ist eine eindeutige interdisziplinäre Klassifikation notwendig.
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Affiliation(s)
- Pola Ronniger
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Jessica Melzer
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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Rißling JK, Melzer J, Petermann F. Konstruktion eines Sprachstandserhebungsverfahrens für Kinder im Alter zwischen 3 und 5 Jahren. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2016. [DOI: 10.1026/0049-8637/a000145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Umschriebene Entwicklungsstörungen des Sprechens und der Sprache gehören zu den häufigsten Entwicklungsstörungen und beeinträchtigen die psychosoziale, kognitive und schulische Entwicklung eines Kindes. Insbesondere im Vorschulalter gewinnt die Diagnostik sprachlicher Kompetenzen zunehmend an Bedeutung. Die Anforderungen an eine valide Diagnostik gestalten sich vor dem Hintergrund der Heterogenität der Symptomatik und der Abhängigkeit vom Alter der Kinder entsprechend komplex. Vor diesem Hintergrund wurde der Sprachstandserhebungstest für Kinder im Alter zwischen 3 und 5 Jahren (SET 3 – 5) entwickelt, der eine umfassende Beurteilung sprachlicher Kompetenzen ermöglicht. Es werden die Ergebnisse der Konstruktionsstichprobe des Verfahrens berichtet. Hierfür wurden 316 Kinder im Alter von 3;0 bis 5;11 Jahren mit dem SET 3 – 5 überprüft. Die Aufgabenanalyse zeigt gute Itemschwierigkeiten und Itemtrennschärfen im mittleren bis hohen Bereich. Die internen Konsistenzen (Cronbachs Alpha) sind ebenfalls als zufriedenstellend bis gut zu bewerten.
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Affiliation(s)
| | - Jessica Melzer
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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Thomas-Stonell N, Robertson B, Oddson B, Rosenbaum P. Communicative participation changes in pre-school children receiving augmentative and alternative communication intervention. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 18:32-40. [PMID: 26174545 DOI: 10.3109/17549507.2015.1060530] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE This paper reports changes in communicative participation skills-systematically measured and described-in an empirical observational case series of eight children receiving augmentative and alternative communication (AAC) interventions. METHOD The eight children (seven boys, one girl), ranging from 1 year 4 months to 4 years 11 months (mean = 2.8 years; SD = 1.32 years) received varied AAC interventions (i.e. sign language, assistive technology, PECS), averaging 15 hours of treatment over a 12-month period. Parents completed an outcome measure (FOCUS) three times: at the start, mid-point (6 months) and end of the intervention period (after 12 months). They also completed the ASQ-SE at the start and end of intervention. RESULT FOCUS scores increased over the treatment interval, indicating improvement in real-world communication skills as observed by their parents. The ASQ-SE items that pertained to communication also improved, while the items that did not correspond to communication did not. This divergence suggests that the communicative participation improvements resulted from treatment rather than general developmental gains. The largest improvements were noted in receptive language/listening, pragmatics and social/play skills. Improvements in intelligibility were also measured for several children. CONCLUSION These results suggest that AAC intervention facilitated improvements in communicative participation skills in pre-school children.
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Affiliation(s)
- Nancy Thomas-Stonell
- a Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital , Toronto , ON , Canada
| | - Bernadette Robertson
- a Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital , Toronto , ON , Canada
| | - Bruce Oddson
- b School of Human Kinetics, Laurentian University , Sudbury , ON , Canada
| | - Peter Rosenbaum
- c CanChild Centre for Childhood Disability Research, McMaster University , Hamilton , ON , Canada
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Croteau C, McMahon-Morin P, Morin C, Jutras B, Trudeau N, Le Dorze G. Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals. JOURNAL OF COMMUNICATION DISORDERS 2015; 58:21-34. [PMID: 26342290 DOI: 10.1016/j.jcomdis.2015.07.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2014] [Revised: 07/07/2015] [Accepted: 07/23/2015] [Indexed: 06/05/2023]
Abstract
PURPOSE Describe social participation of a group of children with specific language impairment. METHOD 26 parents of children with specific language impairment (SLI) aged from 5 to 13 years and 11 school professionals participated in the study. Data collection was performed with the adapted version for children aged from 5 to 13 years old of the Assessment of Life Habits (Fougeyrollas et al., 2001). The questionnaire encompasses 196 life habits, grouped in 12 dimensions: nutrition, fitness, personal care, communication, housing, mobility, responsibilities, interpersonal relationships, community life, education, work and recreation (Fougeyrollas, 2010). RESULTS According to their parents and school professionals, children in this study carried out without difficulty life habits related to housing and mobility. However, they experienced difficulty with life habits related to interpersonal relationships, recreation and responsibilities, in addition to communication and education. CONCLUSIONS Children with SLI are perceived by their parents and school professionals as having reduced social participation in many aspects of their daily life. Social participation should be considered as a major outcome when offering services in school to these children. This study proposes specific ways to help children with SLI.
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Affiliation(s)
- Claire Croteau
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Paméla McMahon-Morin
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Claudia Morin
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7.
| | - Benoît Jutras
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Research Centre, Pediatric CHU Sainte-Justine, 3175 Chemin de la Côte Ste-Catherine, Montréal, Québec, Canada.
| | - Natacha Trudeau
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Guylaine Le Dorze
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
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Cunningham BJ, Rosenbaum PL. A Bioecological framework to evaluate communicative participation outcomes for preschoolers receiving speech-language therapy interventions in Ontario, Canada. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2015; 50:405-415. [PMID: 25581291 DOI: 10.1111/1460-6984.12145] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2014] [Accepted: 10/04/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND The Preschool Speech and Language Program (PSLP) in Ontario, Canada, is a publically funded intervention service for children from birth to 5 years with communication disorders. It has begun a population-level programme evaluation of children's communicative participation outcomes following therapy. Data are currently being collected for all children who access this service--over 50,000 children each year. AIMS To understand and evaluate how therapeutic interventions in speech-language therapy impact the everyday lives of children and families by applying a theoretical framework. MAIN CONTRIBUTION This discussion paper critically examines how the Bioecological Model of Development can be applied to the study of communicative participation outcomes following speech and language therapy. This model will be used in future analyses of communicative participation outcomes data in Ontario's PSLP. The strengths and challenges of this approach are reviewed.
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Affiliation(s)
- Barbara J Cunningham
- CanChild Centre for Childhood Disability Research, McMaster University, Institute for Applied Health Sciences, Hamilton, ON, Canada
| | - Peter L Rosenbaum
- CanChild Centre for Childhood Disability Research, McMaster University, Institute for Applied Health Sciences, Hamilton, ON, Canada
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Kearney E, Granata F, Yunusova Y, van Lieshout P, Hayden D, Namasivayam A. Outcome Measures in Developmental Speech Sound Disorders with a Motor Basis. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015. [DOI: 10.1007/s40474-015-0058-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Mlodnicka AE, O'Neill S, Marks DJ, Rajendran K, Bedard ACV, Schneiderman RL, Basu B, Halperin JM. Impact of occupational, physical, and speech and language therapy in preschoolers with hyperactive/inattentive symptoms: A naturalistic 2-year follow-up study. CHILDRENS HEALTH CARE 2015; 45:67-83. [PMID: 27011416 DOI: 10.1080/02739615.2014.979918] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
OBJECTIVE Impact of speech and language therapy (ST) and occupational/physical therapy (OT/PT) on language and motor skills was examined in hyperactive/inattentive children. METHODS Preschoolers were divided into those receiving and not receiving ST or OT/PT. RESULTS Children receiving ST showed no gains in language functioning relative to those not receiving ST. OT/PT yielded similar results for motor functions. Hours of a service did not predict improvement. However, children who received ST showed improvement in social skills. DISCUSSION The apparent lack of benefit suggests the need for further investigation into efficacy of these treatments in hyperactive/inattentive preschool children.
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Affiliation(s)
- Agnieszka E Mlodnicka
- Department of Psychology, The Graduate Center, City University of New York (CUNY), New York, NY
| | - Sarah O'Neill
- Department of Psychology, City College of New York, CUNY, New York, NY
| | - David J Marks
- Department of Child and Adolescent Psychiatry, NYU Langone Medical Center, New York, NY
| | | | | | | | - Bipasha Basu
- Queens College, City University of New York, New York, NY
| | - Jeffrey M Halperin
- Department of Psychology, The Graduate Center, City University of New York (CUNY), New York, NY; Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY; Queens College, City University of New York, New York, NY
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Washington K, Thomas-Stonell N, Oddson B, McLeod S, Warr-Leeper G, Robertson B, Rosenbaum P. Construct validity of the FOCUS© (Focus on the Outcomes of Communication Under Six): a communicative participation outcome measure for preschool children. Child Care Health Dev 2013; 39:481-9. [PMID: 23763249 PMCID: PMC3736218 DOI: 10.1111/cch.12043] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/23/2013] [Indexed: 12/05/2022]
Abstract
OBJECTIVE The aim of this study was to establish the construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS©). This measure is reflective of concepts in the International Classification of Functioning Disability and Health--Children and Youth framework. It was developed to capture 'real-world' changes (e.g. communicative participation) in preschoolers' communication following speech-language intervention. METHOD A pre-post design was used. Fifty-two parents of 3- to 6-year-old preschoolers attending speech-language therapy were included as participants. Speech-language therapists provided individual and/or group intervention to preschoolers. Intervention targeted: articulation/phonology, voice/resonance, expressive/receptive language, play, and use of augmentative devices. Construct validity for communicative participation was assessed using pre-intervention and post-intervention parent interviews using the FOCUS© and the communication and socialization domains of the Vineland Adaptive Behavior Scales-II (VABS-II). RESULTS Significant associations were found between the FOCUS©, measuring communicative participation, and the VABS-II domains for: (i) pre-intervention scores in communication (r = 0.53, P < 0.001; 95% CI 0.30-0.70) and socialization (r = 0.67, P < 0.001; 95% CI 0.48-0.80); (ii) change scores over-time in communication (r = 0.45, P < 0.001; 95% CI 0.201-0.65) and socialization (r = 0.39, P = 0.002; 95% CI 0.13-0.60); and (iii) scores at post-intervention for communication (r = 0.53, P < 0.001; 95% CI 0.30-0.70) and for socialization (r = 0.37, P = 0.003; 95% CI 0.11-0.50). CONCLUSIONS The study provided evidence on construct validity of the FOCUS© for evaluating real-world changes in communication. We believe that the FOCUS© is a useful measure of communicative participation.
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Affiliation(s)
- K Washington
- Bloorview Research Institute, University of Toronto, Toronto, ON, Canada.
| | - N Thomas-Stonell
- Bloorview Research Institute, University of TorontoToronto, ON, Canada
| | - B Oddson
- School of Human Kinetics, Laurentian UniversitySudbury, ON, Canada
| | - S McLeod
- Charles Sturt UniversityBathurst, NSW, Australia
| | - G Warr-Leeper
- School of Communication Sciences and Disorders, University of Western OntarioLondon, ON, Canada
| | - B Robertson
- Bloorview Research InstituteToronto, ON, Canada
| | - P Rosenbaum
- CanChild Centre for Childhood Disability Research, McMaster UniversityHamilton, ON, Canada
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Thomas-Stonell N, Washington K, Oddson B, Robertson B, Rosenbaum P. Measuring communicative participation using the FOCUS©: Focus on the Outcomes of Communication Under Six. Child Care Health Dev 2013; 39:474-80. [PMID: 23763248 PMCID: PMC3736164 DOI: 10.1111/cch.12049] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/18/2013] [Indexed: 11/27/2022]
Abstract
BACKGROUND The FOCUS© is a new outcome tool for use by both parents and clinicians that measures changes in the communicative participation skills of preschool children. Changes in communicative participation skills as measured by the FOCUS were compared across three groups of children: those with speech impairments only (SI), those with language impairments only (LI) and those with both speech and language impairments (S/LI). METHODS Participating families (n = 112, 75 male children) were recruited through 13 Canadian organizations. Children ranged from 10 months to 6 years 0 months (mean = 2.11 years; SD = 1.18 years) and attended speech-language intervention. Parents completed the FOCUS at the start and end of treatment. There were 23 children in the SI group, 62 children in the LI group and 27 children in the S/LI group. The average amount of the children's therapy varied from 7 to 10 h. RESULTS The FOCUS captures changes in communicative participation for children with a range of communication disorder types and severities. All three groups of children made clinically important improvements according to their FOCUS scores (MCID ≥ 16 points). The FOCUS captured improvements in intelligibility, independent communication, play and socialization. CONCLUSIONS The FOCUS measured positive changes in communicative participation skills for all three groups of children after 7-10 h of speech-language therapy. An outcome measure that targets only specific speech and language skills would miss many of the important social function changes associated with speech-language treatment.
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Affiliation(s)
- N Thomas-Stonell
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada.
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Brumbaugh KM, Smit AB. Treating Children Ages 3–6 Who Have Speech Sound Disorder: A Survey. Lang Speech Hear Serv Sch 2013; 44:306-19. [PMID: 23843655 DOI: 10.1044/0161-1461(2013/12-0029)] [Citation(s) in RCA: 70] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
In a national survey, speech-language pathologists (SLPs) were asked about service delivery and interventions they use with children ages 3–6 who have speech sound disorder (SSD).
Method
The survey was e-mailed to 2,084 SLPs who worked in pre-elementary settings across the United States. Of these, 24% completed part or all of the survey, with 18% completing the entire survey.
Results
SLPs reported that they provided children ages 3–6 who had SSD with 30 or 60 min of treatment time weekly, regardless of group or individual setting. More SLPs indicated that they used traditional intervention than other types of intervention. However, many SLPs also reported using aspects of phonological interventions and providing phonological awareness training. Fewer SLPs indicated that they used nonspeech oral motor exercises than in a previous survey (Lof & Watson, 2008). Recently graduated SLPs were no more familiar with recent advances in phonological intervention than were their more experienced colleagues.
Discussion
This study confirms previous findings (Mullen & Schooling, 2010) about the amount of service provided to children ages 3–6 who have SSD. Issues related to the use of traditional and phonological intervention with children who have phonological disorder are discussed, along with concerns related to evidence-based practice and research needs.
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Thomas-Stonell N, Oddson B, Robertson B, Rosenbaum P. Validation of the Focus on the Outcomes of Communication under Six outcome measure. Dev Med Child Neurol 2013; 55:546-52. [PMID: 23461266 PMCID: PMC3674528 DOI: 10.1111/dmcn.12123] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/07/2012] [Indexed: 11/29/2022]
Abstract
AIM The aim of this study was to establish the construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS(©) ),a tool designed to measure changes in communication skills in preschool children. METHOD Participating families' children (n=97; 68 males, 29 females; mean age 2y 8mo; SD 1.04y, range 10mo-4y 11mo) were recruited through eight Canadian organizations. The children were on a waiting list for speech and language intervention. Parents completed the Ages and Stages Questionnaire - Social/Emotional (ASQ-SE) and the FOCUS three times: at assessment and at the start and end of treatment. A second sample (n=28; 16 males 12 females) was recruited from another organization to correlate the FOCUS scores with speech, intelligibility and language measures. Second sample participants ranged in age from 3 years 1 month to 4 years 9 months (mean 3y 11mo; SD 0.41y). At the start and end of treatment, children were videotaped to obtain speech and language samples. Parents and speech-language pathologists (SLPs) independently completed the FOCUS tool. SLPs who were blind to the pre/post order of the videotapes analysed the samples. RESULTS The FOCUS measured significantly more change (p<0.01) during treatment than during the waiting list period. It demonstrated both convergent and discriminant validity against the ASQ-SE. The FOCUS change corresponded to change measured by a combination of clinical speech and language measures (κ=0.31, p<0.05). CONCLUSION The FOCUS shows strong construct validity as a change-detecting instrument.
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Affiliation(s)
- Nancy Thomas-Stonell
- Bloorview Research Institute, Toronto, ON, Canada; University of Toronto, Toronto, ON, Canada.
| | - Bruce Oddson
- School of Human Kinetics, Laurentian UniversitySudbury, ON, Canada
| | | | - Peter Rosenbaum
- CanChild Centre for Childhood Disability Research, McMaster UniversityHamilton, ON, Canada
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Sylvestre A, Nadeau L, Charron L, Larose N, Lepage C. Social participation by children with developmental coordination disorder compared to their peers. Disabil Rehabil 2013; 35:1814-20. [DOI: 10.3109/09638288.2012.756943] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Adolfsson M, Björck-Åkesson E, Lim CI. Code Sets for Everyday Life Situations of Children Aged 0–6: Sleeping, Mealtimes and Play — A Study Based on the International Classification of Functioning, Disability and Health for Children and Youth. Br J Occup Ther 2013. [DOI: 10.4276/030802213x13627524435144] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Introduction: The complexity of the Child and Youth version of the International Classification of Functioning, Disability and Health, the ICF-CY, is a challenge for occupational therapists and other professionals in clinical work. Code sets including only essential categories help to make it more user-friendly. Thus far, code sets have been developed to reflect functioning for children in different developmental periods. However, there are no code sets that support screening of participation in everyday life situations and can be used across diagnoses. This exploratory study is the first attempt to develop code sets for preschoolers' (age 0–6 years) everyday life situations. Method: Using sequential Delphi processes with expert panels consisting of 35 professionals in five interdisciplinary early intervention teams and six parents of children, the study identified content in three code sets: Sleeping, Mealtimes and Play. Results: A limited number of relevant categories were identified for three code sets: Sleeping (12), Mealtimes (21) and Play (30). Findings suggested a professional focus on Environmental factors compared with a parental focus on Body functions. Conclusion: It is important to consider the opinions of all involved when developing code sets to provide a common framework for screening of children's everyday functioning.
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Affiliation(s)
- Margareta Adolfsson
- Affiliated Senior Researcher, CHILD, School of Education and Communication, Jönköping University, and The Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden
| | - Eva Björck-Åkesson
- Professor in Special Education, CHILD, School of Education and Communication, Jönköping University, Jönköping, Sweden
| | - Chih-Ing Lim
- Investigator, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Washington KN. The association between expressive grammar intervention and social and emergent literacy outcomes for preschoolers with SLI. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2013; 22:113-125. [PMID: 23071198 DOI: 10.1044/1058-0360(2012/11-0026)] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes. METHOD This investigation was a follow-up to a recently published study exploring the impact of grammatical language intervention on expressive grammar outcomes for preschoolers with specific language impairment (SLI). Twenty-two 3- to 5-year-old preschoolers received ten 20-minute intervention sessions addressing primary deficits in grammatical morphology. Participants' social and emergent literacy skills were not targeted. Twelve children awaiting intervention, chosen from the same selection pool as intervention participants, served as controls. Blind assessments of social and emergent literacy outcomes were completed at preintervention, immediately postintervention, and 3 months postintervention. RESULTS Only intervention participants experienced significant gains in social and emergent literacy outcomes and maintained these gains for 3 months postintervention. Expressive grammar gains was the only single significant predictor of these outcomes. CONCLUSIONS Expressive grammar intervention was associated with broad impacts on social and emergent literacy outcomes that were maintained beyond the intervention period. Gains in expressive grammar predicted these outcomes. Social and emergent literacy skills were positively affected for preschoolers with SLI during a grammatical language intervention program.
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Wylie K, McAllister L, Davidson B, Marshall J. Changing practice: implications of the World Report on Disability for responding to communication disability in under-served populations. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2013; 15:1-13. [PMID: 23323813 DOI: 10.3109/17549507.2012.745164] [Citation(s) in RCA: 81] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The World Report on Disability provides a major challenge to the conceptualization and delivery of services for people with communication disabilities around the world. Many people, in both Majority and Minority World countries, receive limited or no support in relation to their communication disability. In this paper the prevalence of communication disability across the world (and the challenges to obtaining these data) are discussed, particularly in relation to disability more broadly. Populations that are under-served by speech-language pathology services in both Majority and Minority World countries are described. The paper describes organizational change theory and the potential it has, together with a biopsychosocial model of disability, to assist in understanding and influencing development of relevant services for people with communication disabilities (PWCD), particularly those who are under-served. Aspects of, and influences on, service delivery for PWCD are described. The need for novel ways of conceptualizing development of services, including population-based approaches, is highlighted. Finally, the challenges and opportunities for PWCD and for speech-language pathologists which arise from the nine recommendations of the World Report on Disability are considered and readers are encouraged to consider new and novel ways of developing equitable services for people with communication disabilities, in both majority and minority world settings.
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Ruggero L, McCabe P, Ballard KJ, Munro N. Paediatric speech-language pathology service delivery: an exploratory survey of Australian parents. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2012; 14:338-350. [PMID: 22537069 DOI: 10.3109/17549507.2011.650213] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Consideration of client values and preferences for service delivery is integral to engaging with the evidence-based practice triangle (E(3)BP), but as yet such preferences are under-researched. This exploratory study canvassed paediatric speech-language pathology services around Australia through an online survey of parents and compared reported service delivery to preferences, satisfaction, and external research evidence on recommended service delivery. Respondents were 154 parents with 192 children, living across a range of Australian locations and socio-economic status areas. Children had a range of speech and language disorders. A quarter of children waited over 6 months to receive initial assessment. Reported session type, frequency, and length were incongruent with both research recommendations and parents' wishes. Sixty per cent of parents were happy or very happy with their experiences, while 27% were unhappy. Qualitative responses revealed concerns such as; a lack of available, frequent, or local services, long waiting times, cut-off ages for eligibility, discharge processes, and an inability to afford private services. These findings challenge the profession to actively engage with E(3)BP including; being cognisant of evidence-based service delivery literature, keeping clients informed of service delivery policies, individualizing services, and exploring alternative service delivery methods.
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Wake M, Levickis P, Tobin S, Zens N, Law J, Gold L, Ukoumunne OC, Goldfeld S, Le HND, Skeat J, Reilly S. Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial. BMC Pediatr 2012; 12:96. [PMID: 22776103 PMCID: PMC3504523 DOI: 10.1186/1471-2431-12-96] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2012] [Accepted: 06/15/2012] [Indexed: 12/03/2022] Open
Abstract
Background Early language delay is a high-prevalence condition of concern to parents and professionals. It may result in lifelong deficits not only in language function, but also in social, emotional/behavioural, academic and economic well-being. Such delays can lead to considerable costs to the individual, the family and to society more widely. The Language for Learning trial tests a population-based intervention in 4 year olds with measured language delay, to determine (1) if it improves language and associated outcomes at ages 5 and 6 years and (2) its cost-effectiveness for families and the health care system. Methods/Design A large-scale randomised trial of a year-long intervention targeting preschoolers with language delay, nested within a well-documented, prospective, population-based cohort of 1464 children in Melbourne, Australia. All children received a 1.25-1.5 hour formal language assessment at their 4th birthday. The 200 children with expressive and/or receptive language scores more than 1.25 standard deviations below the mean were randomised into intervention or ‘usual care’ control arms. The 20-session intervention program comprises 18 one-hour home-based therapeutic sessions in three 6-week blocks, an outcome assessment, and a final feed-back/forward planning session. The therapy utilises a ‘step up-step down’ therapeutic approach depending on the child’s language profile, severity and progress, with standardised, manualised activities covering the four language development domains of: vocabulary and grammar; narrative skills; comprehension monitoring; and phonological awareness/pre-literacy skills. Blinded follow-up assessments at ages 5 and 6 years measure the primary outcome of receptive and expressive language, and secondary outcomes of vocabulary, narrative, and phonological skills. Discussion A key strength of this robust study is the implementation of a therapeutic framework that provides a standardised yet tailored approach for each child, with a focus on specific language domains known to be associated with later language and literacy. The trial responds to identified evidence gaps, has outcomes of direct relevance to families and the community, includes a well-developed economic analysis, and has the potential to improve long-term consequences of early language delay within a public health framework. Trial registration Current Controlled Trials ISRCTN03981121.
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Affiliation(s)
- Melissa Wake
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Australia.
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Maxwell G, Alves I, Granlund M. Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review. Dev Neurorehabil 2012; 15:63-78. [PMID: 22256836 DOI: 10.3109/17518423.2011.633108] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
BACKGROUND This paper presents findings from a systematic review of the literature related to participation and the ICF/ICF-CY in educational research. OBJECTIVES To analyse how and investigate the application of participation in educational research. Specifically, how participation is related to the environmental dimensions availability, accessibility, affordability, accommodability and acceptability. METHODS A systematic literature review using database keyword searches and refinement protocols using inclusion and exclusion criteria at abstract, full-text and extraction. RESULTS Four hundred and twenty-one initial works were found. Twenty-three met the inclusion criteria. Availability and accommodations are the most investigated dimensions. Operationalization of participation is not always consistent with definitions used. CONCLUSION Research is developing a holistic approach to investigating participation as, although all papers reference at least one environmental dimension, only four of the 11 empirical works reviewed present a fully balanced approach when theorizing and operationalizing participation; hopefully this balanced approach will continue and influence educational policy and school practice.
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Affiliation(s)
- Gregor Maxwell
- CHILD, Swedish Institute for Disability Research, School of Education and Communication, Jönköping University, Högskoleområdet, Gjuterigatan 5, Jönköping, Sweden.
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Pless M, Granlund M. Implementation of the International Classification of Functioning, Disability and Health (ICF) and the ICF Children and Youth Version (ICF-CY) Within the Context of Augmentative and Alternative Communication. Augment Altern Commun 2012; 28:11-20. [DOI: 10.3109/07434618.2011.654263] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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McCormack J, Harrison LJ, McLeod S, McAllister L. A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1328-48. [PMID: 21498580 DOI: 10.1044/1092-4388(2011/10-0155)] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
PURPOSE To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children's Activities and Participation (International Classification of Functioning, Disability and Health--Children and Youth [ICF-CY]; World Health Organization [WHO], 2007). METHOD Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC; Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4-5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7-9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF-CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997], and Student-Teacher Relationship Scale [Pianta, 2001]); (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ); (c) children (Marsh Self-Description Questionnaire-III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]); and (d) child assessment (Peabody Picture Vocabulary Test--III: Adapted; Rothman, 2003). RESULTS Children identified with communication impairment at age 4-5 years performed significantly poorer at age 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status. CONCLUSION Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.
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Adolfsson M, Malmqvist J, Pless M, Granuld M. Identifying child functioning from an ICF-CY perspective: Everyday life situations explored in measures of participation. Disabil Rehabil 2011; 33:1230-44. [DOI: 10.3109/09638288.2010.526163] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Löwing K, Hamer EG, Bexelius A, Carlberg EB. Exploring the relationship of family goals and scores on standardized measures in children with cerebral palsy, using the ICF-CY. Dev Neurorehabil 2011; 14:79-86. [PMID: 21410399 DOI: 10.3109/17518423.2011.552088] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
AIM To explore the relationships of family selected goals and scores on standardized measures using the ICF-CY as a classification system. METHODS Goal attainment scaling (GAS)-goals (n = 110) of 22 children, 11 girls, 1-6 years, bilateral or unilateral cerebral palsy, GMFCS I-IV and MACS I-IV were linked to the ICF-CY. The children had participated in goal-directed therapy during 12 weeks. GAS-goals, baseline assessments and change scores from PEDI and GMFM-66 were used to explore the relationships. RESULTS All GAS-goals were classified in the Activity and Participation domain within ICF-CY. The number of GAS-goals correlated to baseline scores in PEDI and GMFM-66. The change scores in PEDI and GMFM-66 correlated to goal attainment in the Mobility and the Self-Care chapter. CONCLUSIONS The family goals were reflected in standardized measures. The combined use of standardized and individual measures offers a possibility to explore the focus in therapy and the impact in children with cerebral palsy.
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Affiliation(s)
- Kristina Löwing
- Department of Women's & Children's Health, Karolinska Institutet, Stockholm, Sweden.
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Baker E, McLeod S. Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice. Lang Speech Hear Serv Sch 2011; 42:140-51. [DOI: 10.1044/0161-1461(2010/10-0023)] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
This article provides both a tutorial and a clinical example of how speech-language pathologists (SLPs) can conduct evidence-based practice (EBP) when working with children with speech sound disorders (SSDs). It is a companion paper to the narrative review of 134 intervention studies for children who have an SSD (Baker & McLeod, 2011).
Method
A seven-step EBP decision-making process is presented for managing SSDs in children (drawing on the work of Dollaghan, 2007, and Gillam & Gillam, 2006). We describe how SLPs can integrate externally published evidence with evidence from clinical practice as well as client factors, values, and preferences, to make clinical decisions. An organized EBP network is described as a clinical example of the application of the EBP decision-making process.
Results
Compared with a matched and national sample, SLPs in the EBP network were more likely to read relevant articles and tended to have more confidence in research evidence and in their own ability to select intervention targets based on published research.
Conclusion
SLPs need to use their clinical expertise to integrate research findings with the constraints and complexities of everyday clinical practice and client factors, values, and preferences in their management of SSDs in children.
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McCormack J, McLeod S, Harrison LJ, McAllister L. The impact of speech impairment in early childhood: investigating parents' and speech-language pathologists' perspectives using the ICF-CY. JOURNAL OF COMMUNICATION DISORDERS 2010; 43:378-396. [PMID: 20510422 DOI: 10.1016/j.jcomdis.2010.04.009] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2010] [Revised: 04/12/2010] [Accepted: 04/16/2010] [Indexed: 05/29/2023]
Abstract
PURPOSE To explore the application of the Activities and Participation component of the International Classification of Functioning, Disability and Health - Children and Youth (ICF-CY, World Health Organization, 2007) as a framework for investigating the perceived impact of speech impairment in childhood. METHOD A 32-item questionnaire based on six ICF-CY domains was distributed to (a) a national sample of speech-language pathologists (SLPs; n=205), and (b) parents (n=86) of preschool children identified with speech impairment. RESULTS Factor analysis of the SLP data revealed six coherent factors with moderate-high internal reliability: Verbal communication (e.g., Conversation, Speaking), Advanced learning (e.g., Learning to read/write), Interpersonal interactions (e.g., Relating with strangers, Informal social relationships), Basic learning (e.g., Copying, Rehearsing), Applied learning and general tasks (e.g., Focussing attention, Handling stress), and Non-verbal communication. The first five factors were also confirmed by the parent data. Both SLPs and parents rated the first two factors, Verbal communication and Interpersonal interactions, as the most difficult activities for children with speech impairment. CONCLUSION The ICF-CY Activities and Participation component is a useful framework for considering the breadth of activities that may be impacted by speech impairment in childhood. LEARNING OUTCOMES (1) Discuss the potential use of the ICF-CY in speech-language pathology; (2) Describe the breadth of activities that may be difficult for children as a result of speech impairment; and (3) Recognize that SLPs and parents may have different perspectives regarding the impact of speech impairment on children's activities and participation.
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