Tutorial article with International Expert Panel on Multilingual Children's Speech

The International Expert Panel on Multilingual Children's Speech has been working on a tutorial article addressing multilingual speech intervention for about a decade. There have been many papers published providing evidence for speech interventions for monolingual children in many languages; however, very few papers providing evidence for speech interventions for multilingual children.

We have been working on the tutorial paper at

• ICPLA in Greece
• IALP in Malta

and today have been creating checklists, tables, and content at the Children's Voices Centre with Prof Lynn Williams (visiting scholar), Helen L. Blake, and Sarah Verdon. We are getting close to having it ready to submit.

Helen, Sharynne  and Lynn creating the checklist

Sarah, Sharynne, Helen and Lynn

 

 

Holistic communication assessment for young children with cleft palate using the ICF-CY

The following manuscript has been accepted for publication.
Cronin, A., McLeod, S., & Verdon, S. (2020, in press May). Holistic communication assessment for young children with cleft palate using the ICF-CY. Language, Speech, and Hearing Services in Schools.

It forms part of Anna's PhD thesis. Congratulations Anna!
Here is the abstract:

Purpose: Children with a cleft palate (+/- cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth (ICF-CY, World Health Organization, 2007), provides a framework for holistic assessment. This paper describes holistic assessment of children with CP±L illustrated by data collected from a non-clinical sample of seven 2-to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents).
Method: Data were collected during visits to participants’ homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants’ Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants’ Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants’ Activities and Participation, and Environmental and Personal Factors, were examined through case history questionnaires, interviews with significant others, parent-report measures and observations.
Results: Valuable insights can be gained from undertaking holistic speech-language pathology assessments of children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what is considered cleft speech characteristics which underscores the importance of broader assessment.  
Conclusion: SLPs can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.