The Functional Communication Classification System: extended reliability and concurrent validity for children with cerebral palsy aged 5 to 18 years

Caynes, Katy; Rose, Tanya; Theodoros, Deborah; Burmester, Debbie; Ware, Robert S.; Johnston, Leanne M

doi:10.1111/dmcn.14135

Cited by 13 publications

(28 citation statements)

References 26 publications

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“…There are also several classification systems focused on speech and communication, including the Communication Function Classification System (Hidecker et al, 2011), the Viking Speech Scale (Virella et al, 2016), and the Functional Communication Classification System (Caynes et al, 2019). One classification model for considering speech and language ability profiles in children with CP was developed in our laboratory.…”

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confidence: 99%

Longitudinal Growth in Single-Word Intelligibility Among Children With Cerebral Palsy From 24 to 96 Months of Age: Effects of Speech-Language Profile Group Membership on Outcomes

Hustad

Mahr

Broman

et al. 2020

J Speech Lang Hear Res

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Purpose We examined whether there were differences among speech-language profile groups of children with cerebral palsy (CP) in age of crossing 25%, 50%, and 75% intelligibility thresholds; age of greatest intelligibility growth; rate of intelligibility growth; maximum attained intelligibility at 8 years; and how well intelligibility at 36 months predicts intelligibility at 96 months when group membership is accounted for. Profile groups were children with no speech motor impairment (NSMI), those with speech motor impairment and language comprehension that is typically developing (SMI-LCT), and those with speech motor impairment and language comprehension impairment (SMI-LCI). Method Sixty-eight children with CP were followed longitudinally between 24 and 96 months of age. A total of 564 time points were examined across children ( M = 8.3 time points per child, SD = 2.6). We fitted a nonlinear random effects model for longitudinal observations, allowing for differences between profile groups. We used the fitted model trajectories to generate descriptive analyses of intelligibility growth by group and to generate simulations to analyze how well 36-month intelligibility data predicted 96-month data accounting for profile groups. Results Children with CP who have NSMI have different growth and better intelligibility outcomes than those with speech motor impairment. Children with SMI-LCT tend to have better outcomes but similar intelligibility growth as children with SMI-LCI. There may be a subset of children that cut across SMI-LCI and SMI-LCT groups who have severe speech motor involvement and show limited growth in intelligibility. Conclusions Intelligibility outcomes for children with CP are affected by profile group membership. Intelligibility growth tends to be delayed in children with speech motor impairment. Intelligibility at 3 years is highly predictive of later outcomes regardless of profile group. Intervention decision making should include consideration of early intelligibility, and treatment directions should include consideration of augmentative and alternative communication.

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confidence: 99%

Longitudinal Growth in Single-Word Intelligibility Among Children With Cerebral Palsy From 24 to 96 Months of Age: Effects of Speech-Language Profile Group Membership on Outcomes

Hustad

Mahr

Broman

et al. 2020

J Speech Lang Hear Res

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“…For instance, we consider pain to be an important problem affecting the well-being of children with greater limitations and their performance in activities (Horwood et al, 2019;Parkes et al, 2008). Likewise, communication problems among children with greater limitations is a mediator in social and participation areas (Caynes et al, 2019), so it also may influence the need for support. Our results can only be interpreted by considering the SIS-C's sets of needs.…”

Section: Limitationsmentioning

confidence: 99%

Differences in the support needs of children with developmental disabilities among groups of medical and behavioral needs

Arias

Aguayo

Verdugo

et al. 2020

PeerJ

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Background/Aims Medical and behavioral needs are relevant in organizing and providing support strategies that improve the quality of life for children, along with their families. The present study aims to examine the impact of medical and behavioral needs on the need for support of children with disabilities. Methods Health and education professionals were interviewed using the Supports Intensity Scale-Children’s version to estimate the support needs of 911 children and adolescents (5–16 years) with an intellectual disability, including 55.32% with an additional disability. For data analysis, a model for measuring support needs was specified, consisting of seven support needs factors and three method factors. In estimating the model, four groups of medical and behavioral needs were considered. The factor scores’ means of the groups were compared through t-tests. Results Medical and behavioral needs had an impact on overall support needs. Differences were found in all support domains for medical needs. The greatest influence of behavioral needs was found in the Social and School participation areas but was indistinguishable between the mild and moderate levels of needs. Conclusions Medical and behavioral needs greatly affect the need for support in a child’s daily life, so they need to be considered a priority for support services. The importance of standardized assessments is emphasized to help develop support strategies.

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“…Two new validated measures of communication function in children have recently been reported, with somewhat confusingly similar titles: the Communication Function Classification System (CFCS) and the Functional Communication Classification System (FCCS) . The interest in classifying communication function follows the International Classification of Functioning, Disability and Health approach, and meets the clinical need to support families, the children's workforce, and indeed children themselves to identify child communication abilities in ‘real‐life’ contexts.…”

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confidence: 99%

“…The CFCS later established validity for young children with a range of speech and language disorders . The FCCS retains a focus on cerebral palsy, including some children using augmentative and alternative communication (AAC), with Caynes et al . extending the age range to 5 to 18 years.…”

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confidence: 99%

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The Functional Communication Classification System for children with cerebral palsy: the potential of a new measure

McCartney

2019

Develop Med Child Neuro

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This commentary is on the original article by Caynes et al. on pages 805-812 of this issue.Two new validated measures of communication function in children have recently been reported, with somewhat confusingly similar titles: the Communication Function Classification System (CFCS) 1,2 and the Functional Communication Classification System (FCCS). 3 The interest in classifying communication function follows the International Classification of Functioning, Disability and Health approach, and meets the clinical need to support families, the children's workforce, and indeed children themselves to identify child communication abilities in 'real-life' contexts.Both the CFCS and the FCCS began as classifications for children with cerebral palsy. The CFCS later established validity for young children with a range of speech and language disorders. 1 The FCCS retains a focus on cerebral palsy, including some children using augmentative and alternative communication (AAC), with Caynes et al. 3 extending the age range to 5 to 18 years. Across this age range, FCCS scores correlated with the presence or absence of concomitant impairments of speech, gross and fine motor skills, and sensory and intellectual development. FCCS scores from a speech and language therapist unfamiliar with the child, from their parent, and from the parent responding on how the child communicated with an unfamiliar communication partner showed concurrent validity with the standardized Clinical Evaluation of Language Fundamentals (CELF-4) Pragmatics Profile. (The authors suggest the published elicitation procedures in the newer CELF-5 Pragmatics Profile could now be used by clinicians unfamiliar with the child, to further standardize clinical procedures). FCCS procedures proved feasible across the 5-to 18-year age range, although the authors suggest that some FCCS prompt questions describing communication scenarios might usefully be adapted to provide functional communication examples for older children. The study thus developed robust psychometric techniques to further establish a procedure to classify functional communication, adding to the small number of validated communication measures for children with neurodevelopmental disabilities.A commentary 4 on an earlier FCCS article 5 underlined its sound grounding in theoretical accounts of the constituents of communicative competence and in clinical requirements for reliable measures. The FCCS produces five classification levels, from children who communicate effectively, perhaps using AAC, in most situations (Level I) through those who need help in communicating with unfamiliar people or in unfamiliar environments, to those whose communication is 'unintentional', relying on others to anticipate, observe, and interpret their behaviours (Level V). By considering the child's communication, the communication situation, and the responses required of communication partners, and by offering operational definitions interpretable to families and other non-specialists, a clinically useful classification has bee...

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The Functional Communication Classification System: extended reliability and concurrent validity for children with cerebral palsy aged 5 to 18 years

Cited by 13 publications

References 26 publications

Longitudinal Growth in Single-Word Intelligibility Among Children With Cerebral Palsy From 24 to 96 Months of Age: Effects of Speech-Language Profile Group Membership on Outcomes

Longitudinal Growth in Single-Word Intelligibility Among Children With Cerebral Palsy From 24 to 96 Months of Age: Effects of Speech-Language Profile Group Membership on Outcomes

Differences in the support needs of children with developmental disabilities among groups of medical and behavioral needs

The Functional Communication Classification System for children with cerebral palsy: the potential of a new measure

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