Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review

Abstract

To identify factors that are relevant for spoken language comprehension in children with cerebral palsy (CP), following the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY) framework. METHOD A systematic literature search was conducted using the electronic literature databases PubMed, Embase, PsycInfo, and Cochrane Library, from January 1967 to December 2019. Included studies involved children with CP, results regarding spoken language comprehension, and analysis of at least one associated factor. Factors were classified within ICF-CY domains. RESULTS Twenty-one studies met inclusion criteria. Factors in the ICF-CY domains of body functions and structure were most frequently reported. White brain matter abnormalities, motor type, functional mobility, and intellectual functioning appear to be relevant factors in spoken language comprehension in CP. Factors in the domain of activities and participation, as well as contextual factors, have rarely been studied in the context of spoken language comprehension in CP. INTERPRETATION Most factors known to be important for spoken language comprehension in typically developing children and/or known to be susceptible to change by interventions are understudied in CP.

Reproducibility and validity of the Functional Communication Classification System for young children with cerebral palsy

“…Correlation analysis between the FCCS and epilepsy was not performed; however, the two children with a history of epilepsy, one current and one resolved, were classified by the SLP and parents in FCCS level V. A recent systematic review reported good-to-excellent quality evidence suggesting that other factors, such as brain lesions, motor severity, or motor type, in comparison to epilepsy, have a more direct effect on communication development in children with CP. 31 There was a stronger relationship between FCCS ratings and visual impairment for younger children with CP in this study (r s =0.70, p<0.001) compared to the fair correlation for older children with CP. 18 Pennington et al 32 found that visual function at 2 years predicts FCCS levels for children at 5 years of age.…”

“…It is important to note for this study that the presence or absence of an intellectual impairment was derived from parental report and/or file notes, which may have resulted in an over‐ or underestimation of intellectual impairment. Correlation analysis between the FCCS and epilepsy was not performed; however, the two children with a history of epilepsy, one current and one resolved, were classified by the SLP and parents in FCCS level V. A recent systematic review reported good‐to‐excellent quality evidence suggesting that other factors, such as brain lesions, motor severity, or motor type, in comparison to epilepsy, have a more direct effect on communication development in children with CP 31 …”

Prediction of Communication Impairment in Children With Bilateral Cerebral Palsy Using Multivariate Lesion- and Connectome-Based Approaches: Protocol for a Multicenter Prospective Cohort Study

“…Thus, birth history variables, including delivery mode, gestational age, birth weight, head circumference, body length, and Apgar score, will also be documented. Furthermore, a systematic review (Vaillant et al, 2020) indicated that the factors in some domains of the International Classification of Functioning, Disability and Health -Children and Youth framework are relevant for language comprehension in children with CP. According to this concept, children's motor type, motor distribution, hand function (MACS), gross motor function (GMFCS), hearing function, visual function, speech function, socioeconomic status, parental educational level, parental occupation, and birth order will be recorded.…”

“…Communication (receptive and/or expressive language) impairments are common comorbidities in patients with CP, with a prevalence ranging from 46 to 78% (Coleman et al, 2015(Coleman et al, , 2016Mei et al, 2016;Kristoffersson et al, 2020). Communication problems result in poor prospects of engagement and social participation in children with CP across a range of activities, including self-development, social functioning, and learning (Pennington et al, 2019;Vaillant et al, 2020). Particularly by the time these children enter school, communication skills greatly impact school readiness, which affects later social and academic success as well as economic and health outcomes (High, 2008).…”

Promoting Language Skills in Children With Neuromotor and Intellectual Disorders: Telepractice at the Time of SARS-CoV-2

“…It follows that children with ND are also frequently affected by speech disorders, which encompass a range of distinct disorders, such as articulation and phonological disorders, dysarthria, and childhood apraxia of speech (Dodd & Morgan, 2017). Children with ND may suffer from intellectual disability (ID) as well (Bottcher, 2010;Koziol et al, 2014), as a consequence of a shared cause, and language comprehension problems are often found in children with ND and ID (Vaillant et al, 2020), even if the co-existence of NDs, IDs, and language disorders does not always share a known etiology (d 'Souza et al, 2017). It is still unclear whether this delayed language development can be explained by cognitive disturbance, or whether it is a result of a lack of interaction and experience of the outside world (Shriberg et al, 2019;Srour & Shevell, 2014).…”