ACQ Vol 13 no 2 2011

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ACQ Volume 13, Number 2 2011 71
Eadie, T. L., Yorkston, K. M., Klasner, E. R., Dudgeon, B.
J., Deitz, J. C., Baylor, C. R., Miller, R. M., & Amtmann, D.
(2006). Measuring communicative participation: A review
of self-report instruments in speech-language pathology.
American Journal of Speech-Language Pathology, 15(4),
307–320.
Geytenbeek, J., Harlaar, L., Stam, M., Ket, H., Becher,
J. G., Oostrom, K., & Vermeulen, J. (2010). Utility of
language comprehension tests for unintelligible or non-
speaking children with cerebral palsy: A systematic review.
Developmental Medicine & Child Neurology , 52(12),
267–277.
Goldbart, J., & Marshall, J. (2004). “Pushes and pulls”
on the parents of children who use AAC. Augmentative &
Alternative Communication, 20(4), 194–208.
Hayden, D., & Square, P. (1999). Verbal motor production
assessment for children . Oxford, UK: Harcourt Assessment.
Hidecker, M. J. C., Paneth, N., Rosenbaum, P.,
Kent, R. D., Lillie, J., Johnson, B., & Chester, J. R.
(2009). Development of the Communication Functional
Classification System (CFCS) for individuals with cerebral
palsy. Developmental Medicine & Child Neurology, 51(S2),
48.
Howe, T. J. (2008). The ICF Contextual Factors related
to speech-language pathology. International Journal of
Speech-Language Pathology, 10(1), 27–37.
Hustad, K. C., Gorton, K., & Lee, J. (2010). Classification
of speech and language profiles in 4-year old children with
cerebral palsy: A prospective preliminary study. Journal of
Speech, Language & Hearing Research , 53(6), 1496–1513.
Kent, R., & Netsell, R. (1978). Articulatory abnormalities
in athetoid cerebral palsy. Journal of Speech & Hearing
Disorders, 43 (3), 353–373.
Love, R. J., Hagerman, E. L., & Taimi, E. G. (1980).
Speech performance, dysphagia and oral reflexes in
cerebral palsy. Journal of Speech & Hearing Disorders,
45 (1), 59–75.
McConachie, H., Colver, A. F., Forsyth, R. J., Jarvis, S.
N., & Parkinson, K. N. (2006). Participation of disabled
children: How should it be characterised and measured?
Disability & Rehabilitation , 28(18), 1157–1164.
McLeod, S. (2004). Speech pathologists’ application of
the ICF to children with speech impairment. Advances in
Speech-Language Pathology, 6(1), 75–81.
McLeod, S., & Bleile, K. (2004). The ICF: A framework
for setting goals for children with speech impairment. Child
Language Teaching & Therapy, 20, 199–219.
McLeod, S., & Threats, T. T. (2008). The ICF-CY and
children with communication disabilities. International
Journal of Speech-Language Pathology , 10(1–2), 92–109.
McNaughton, D., Rackensperger, T., Benedek-Wood,
E., Krezman, C., Williams, M. B., & Light, J. (2008). “A
child needs to be given a chance to succeed”: Parents
of individuals who use AAC describe the benefits and
challenges of learning AAC technologies. Augmentative &
Alternative Communication, 24(1), 43–55.
Marshall, J., & Goldbart, J. (2008). “Communication
is everything I think.” Parenting a child who needs
Augmentative and Alternative Communication (AAC).
International Journal of Language & Communication
Disorders, 43 (1), 77–98.
Morris, C., Kurinczuk, J. J., Fitzpatrick, R., &
Rosenbaum, P. L. (2006). Do the abilities of children with
cerebral palsy explain their activities and participation?
and Goldbart (2008) explored the experiences of parents
who have a child that uses or needs AAC. Both studies
involved individual semi-structured interviews of 11 parents
or carers of children aged 3 to 10 years (9 children were
diagnosed with CP). Several facilitators were identified,
including positive attitudes of others (Goldbart & Marshall,
2004), personality of the child (e.g., persistence in repairing
communication breakdowns) (Marshall & Goldbart,
2008) and communicating with familiar adults (Marshall &
Goldbart, 2008). Reported barriers included personality of
the child (e.g., easily frustrated) (Goldbart & Marshall, 2004;
Marshall & Goldbart, 2008), communicating with unfamiliar
adults (Marshall & Goldbart, 2008), and insufficient
professional training of service providers (Goldbart &
Marshall, 2004).
A lack of professional training was also identified
by McNaughton, Rackensperger, Benedek-Wood,
Krezman, Williams, and Light (2008) as a barrier to using
AAC devices. McNaughton and colleagues conducted
an on-line focus group involving seven parents with a
child or adult with CP who had used an AAC device. In
addition to inadequate training, parents also reported that
communication was hindered by difficulties in obtaining
services and funding, and by the negative attitudes of
others (McNaughton et al., 2008).
Summary
The ICF-CY provides a useful framework for speech
pathologists to consider when assessing the speech and
language abilities of children with CP. Assessment should
involve consideration of all components of the ICF-CY to
determine deficits at both an impairment and functional
level in order to establish functional therapy goals.
Commonly used impairment-based assessments may be
administered to children where appropriate. Formally
assessing the functional communicative abilities of children
with CP remains difficult given the lack of standardised
assessments available (although clinicians may use
measures such as the SPAA-C [McLeod, 2004] or
AusTOMs [Perry & Skeat, 2004]). Future research is
required to develop tools that measure the communicative
abilities of children with CP at both an impairment and
functional level to provide a more holistic approach to the
management of children with CP.
References
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