Assessment and Management of the Communication Difficulties of Children with Cerebral Palsy: A UK Survey of SLT Practice

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Autor/inn/en	Watson, Rose Mary; Pennington, Lindsay
Titel	Assessment and Management of the Communication Difficulties of Children with Cerebral Palsy: A UK Survey of SLT Practice
Quelle	In: International Journal of Language & Communication Disorders, 50 (2015) 2, S.241-259 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12138
Schlagwörter	Foreign Countries; Cerebral Palsy; Communication Problems; Psychomotor Skills; Physical Disabilities; Mental Retardation; Speech Impairments; Evaluation Methods; Intervention; Speech Language Pathology; Children; Online Surveys; Youth; Allied Health Personnel; Standardized Tests; Observation; Augmentative and Alternative Communication; Receptive Language; Language Impairments; Therapy; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hirnlähmung; Kommunikationsbarriere; Psychomotorische Aktivität; Physical handicap; Körperbehinderung; Geistige Behinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Standadised tests; Standardisierter Test; Beobachtung; Rezeptive Kommunikationsfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Therapie; Großbritannien
Abstract	Background: Communication difficulties are common in cerebral palsy (CP) and are frequently associated with motor, intellectual and sensory impairments. Speech and language therapy research comprises single-case experimental design and small group studies, limiting evidence-based intervention and possibly exacerbating variation in practice. Aims: To describe the assessment and intervention practices of speech-language therapist (SLTs) in the UK in their management of communication difficulties associated with CP in childhood. Methods & Procedures: An online survey of the assessments and interventions employed by UK SLTs working with children and young people with CP was conducted. The survey was publicized via NHS trusts, the Royal College of Speech and Language Therapists (RCSLT) and private practice associations using a variety of social media. The survey was open from 5 December 2011 to 30 January 2012. Outcomes & Results: Two hundred and sixty-five UK SLTs who worked with children and young people with CP in England (n = 199), Wales (n = 13), Scotland (n = 36) and Northern Ireland (n = 17) completed the survey. SLTs reported using a wide variety of published, standardized tests, but most commonly reported assessing oromotor function, speech, receptive and expressive language, and communication skills by observation or using assessment schedules they had developed themselves. The most highly prioritized areas for intervention were: dysphagia, alternative and augmentative (AAC)/interaction and receptive language. SLTs reported using a wide variety of techniques to address difficulties in speech, language and communication. Some interventions used have no supporting evidence. Many SLTs felt unable to estimate the hours of therapy per year children and young people with CP and communication disorders received from their service. Conclusions & Implications: The assessment and management of communication difficulties associated with CP in childhood varies widely in the UK. Lack of standard assessment practices prevents comparisons across time or services. The adoption of a standard set of agreed clinical measures would enable benchmarking of service provision, permit the development of large-scale research studies using routine clinical data and facilitate the identification of potential participants for research studies in the UK. Some interventions provided lack evidence. Recent systematic reviews could guide intervention, but robust evidence is needed in most areas addressed in clinical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01