The impact of speech impairment in early childhood

Investigating parents' and speech-language pathologists' perspectives using the ICF-CY

Jane McCormack, Sharynne McLeod, Linda Harrison, Lindy McAllister

Research output: Contribution to journalArticle

35 Citations (Scopus)
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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
Original languageEnglish
Pages (from-to)378-396
Number of pages19
JournalJournal of Communication Disorders
Volume43
Issue number5
DOIs
Publication statusPublished - 2010

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parents
Language
Parents
childhood
Learning
verbal communication
language
Communication
International Classification of Functioning, Disability and Health
learning
non-verbal communication
learning to read
participation
Preschool Children
interaction
preschool child
WHO
Statistical Factor Analysis
speaking
factor analysis

Cite this

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title = "The impact of speech impairment in early childhood: Investigating parents' and speech-language pathologists' perspectives using the ICF-CY",
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",
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AU - McLeod, Sharynne

AU - Harrison, Linda

AU - McAllister, Lindy

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N2 - 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

AB - 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

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