scholarly journals Functional communication abilities in youth with cerebral palsy: Association with impairment profiles and school-based therapy goals

2021 ◽  
Author(s):  
Clare Koopmans ◽  
Ashley Sakash ◽  
Jennifer U. Soriano ◽  
Helen Long ◽  
Katherine Hustad
Keyword(s):  
Cerebral Palsy ◽  
Speech Intelligibility ◽  
Cognitive Impairments ◽  
Receptive Language ◽  
Speech Pathology ◽  
Functional Communication ◽  
Therapy Goals ◽  
School Based ◽  
Communication Needs ◽  
Parametric Analyses

Aim. To examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments, and school-based speech pathology services in students with cerebral palsy (CP).Method. Thirty-five participants with CP who had active Individualized Education Programs (IEPs) were classified according to the Communication Function Classification System (CFCS). Participants completed laboratory assessments of speech, receptive language, executive functioning, and non-verbal cognition. Each participant’s speech and language IEP goals were coded into treatment units, then categorized into seven, mutually exclusive target goal areas. Non-parametric analyses were employed to examine differences among CFCS groups in the number of deficit areas and the number of goal areas from the IEP. Descriptive analyses were used to evaluate the extent towhich deficit areas and goal areas in the IEP co-occurred by CFCS level.Results. Those in more involved CFCS levels demonstrated more severe speech, receptive language, and cognitive impairments. However, there were no significant differences in the number of deficit areas across CFCS group. Regardless of CFCS level, there were no differences in the number of treatment goals specified in the IEP. Literacy was the only goal area addressed across all CFCS levels. Those in the most involved CFCS levels had AAC goals, but those with more moderate restrictions on functional communication who also had markedly reduced speech intelligibility did not typically have speech or AAC goals.Interpretation. Individuals with CP across CFCS levels demonstrate variability in their underlying deficit profiles, suggesting that measures of both functional communication and of underlying deficits are necessary to provide a complete picture of communication needs. Literacy goals were common across all CFCS levels, but AAC goals were limited to the most severely involved individuals, suggesting that continuing education may be necessary to support SLPs in developing treatments involving the integration of AAC and speech to foster functional communication at school.

scholarly journals Functional Communication Abilities in Youth With Cerebral Palsy: Association With Impairment Profiles and School-Based Therapy Goals

2021 ◽  
pp. 1-16
Author(s):  
Clare Koopmans ◽  
Ashley Sakash ◽  
Jennifer Soriano ◽  
Helen L. Long ◽  
Katherine C. Hustad
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Speech Intelligibility ◽  
Cognitive Impairments ◽  
Receptive Language ◽  
Speech Pathology ◽  
Functional Communication ◽  
Therapy Goals ◽  
School Based ◽  
Communication Needs

Purpose: The aim of this study was to examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments and school-based speech pathology services in students with cerebral palsy (CP). Method: Thirty-five participants with CP who had Individualized Education Programs (IEPs) were classified according to the Communication Function Classification System (CFCS). Participants completed laboratory assessments of speech, receptive language, executive functioning, and nonverbal cognition. Each participant's speech and language IEP goals were coded into treatment units and then categorized into seven, mutually exclusive target goal areas. Nonparametric analyses were employed to examine differences among CFCS groups in the number of deficit areas and the number of goal areas from the IEP. Descriptive analyses were used to evaluate the extent to which deficit and goal areas in the IEP co-occurred by CFCS level. Results: Those in more involved CFCS levels demonstrated more severe speech, receptive language, and cognitive impairments. However, there were no significant differences in the number of deficit areas across CFCS groups. Regardless of CFCS level, there were no differences in the number of treatment goals specified in the IEP. Literacy was the only goal area addressed across all CFCS levels. Those in the most involved CFCS levels had augmentative and alternative communication (AAC) goals, but those with more moderate restrictions in functional communication who also had markedly reduced speech intelligibility did not typically have speech or AAC goals. Interpretation: Individuals with CP across CFCS levels demonstrate variability in underlying deficit profiles, suggesting that measures of both functional communication and of underlying deficits are necessary to provide a complete picture of communication needs. Literacy goals were common across all CFCS levels, but AAC goals were limited to the most severely involved individuals, suggesting that continuing education may be necessary to support speech-language pathologists in developing treatments involving the integration of AAC and speech to foster functional communication at school. Supplemental Material https://doi.org/10.23641/asha.16968073

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Assessment of Cerebral Palsy, Vol. II, by K. S. Holt, M.D., M.R.C.P., D.C.H. and J. K. Reynell, B.Sc., Ph.D. London: Lloyd Luke (Medical Books) Ltd., 1967, 187 pp., $5.60

PEDIATRICS ◽  
1968 ◽  
Vol 42 (6) ◽  
pp. 1020-1020
Author(s):  
Richmond S. Paine
Keyword(s):  
Cerebral Palsy ◽  
Special Reference ◽  
Motor Function ◽  
Speech Pathology ◽  
Handicapped Children ◽  
Medical Books

This is a companion piece to Volume I on motor function, which appeared in 1965. In Volume II Dr. Holt presents methods of appraising vision hearing, speech and communication, with special reference to children with cerebral palsies which are also applicable to many other neurologically handicapped children. The methods and their interpretations are clearly described and include many that the author has personally developed. These are methods that can be used by the pediatrician in a cerebral palsy clinic or in his office, rather than tools for the specialist in audiology or speech pathology.

Review of the Content Analysis of Physics School Books Coming From Different European Countries on Radioactivity and Nuclear Energy

2017 ◽  
Author(s):  
Genevieve Baumont ◽  
Tanja Perko ◽  
Grażyna Zakrzewska ◽  
Metka Kralj ◽  
Daniela Diaconu ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Ionizing Radiation ◽  
School Students ◽  
School Based ◽  
Communication Processes ◽  
Information And Communication ◽  
International Data ◽  
Communication Needs ◽  
School Books

The EAGLE project was a Euratom FP7 which helped to identify and disseminate good practices in information and communication processes related to ionizing radiation. For this purpose, the consortium reviewed national and international data, tools and methods as well as institutional work in order to identify education, information and communication needs. Generally in high school the first concepts on radioactivity and ionizing radiation (IR) are introduced mainly in the subjects of physics or physical chemistry. There are a number of concepts in relation with IR and nuclear topics, and different ways to teach them: theoretical, mathematical, historical or practical. The question also rose, to what extend the various topics related to ionizing radiation (health, environment, history) are dealt with. As already mentioned, all these questions let to the idea to compare the content dealing with radioactivity and nuclear topics in different physics school books and more specifically schoolbooks for high school students (in the age 17 to 18). The method was as follows: - For the review the different partners of EAGLE have sent the schoolbooks used for the target group, or scanned documents. - Spanish schoolbooks and English schoolbooks were purchased to extend the review to other EU countries. - IRSN works in partnership with a high school based in the French town Vichy. - Each book was analyzed in detail to list with precision the content. A matrix helped to compare them. The paper presents the comparison of the contents of these books and their analysis. Some recommendations coming from the Eagle project will be discussed.

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