Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome

Oddson, Bruce; Thomas‐Stonell, Nancy; Robertson, Bernadette; Rosenbaum, Peter

doi:10.1111/cch.12669

Cited by 20 publications

(37 citation statements)

References 19 publications

(25 reference statements)

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“…Informally, we know that it has been accessed by individuals and organizations in over 50 countries, has been widely used in both practice and research, and has been translated into more than 20 languages. The shortened version was officially published in 2019, 13 and it has already been used in two studies. 14,15 Given this widespread adoption of the FOCUS, a scoping review of the literature was undertaken to document how it has been used.…”

Section: Resultsmentioning

confidence: 99%

“…5 The original FOCUS had 50 items, 5 and there is now a validated 34item version. 13 The outcome of interest is the amount of change between assessments, and children are said to have made clinically meaningful change in their communicative participation if they meet a criterion (16 points on the FOCUS and 11 points on the FOCUS-34). 5,13 The FOCUS was first published in 2010.…”

Section: Resultsmentioning

confidence: 99%

“…3 Generally, children who had better functional communication had more rapid development and higher FOCUS scores, a finding also documented by Hidecker et al 19 Importantly, however, children in the lowest levels of function (CFCS levels IV and V) still developed, although at a slower rate. 18 Based on the data, children in CFCS levels I to III were predicted to make clinically meaningful change in under 4 months, while children in 28,33 Canada (n=17) 13,15,16,[18][19][20][21][22][23][24][25][26]29,[37][38][39]42 Germany (n=1) 41 Italy (n=1) 40 Jamaica (n=1) 32 UK (n=1) 27 USA (n=1) 34 Vietnam (n=1) 35…”

Section: Charting Communicative Development Over Timementioning

confidence: 99%

“…Community speech-language pathology clinics (n=16) 13,15,16,[18][19][20][21][22][23][24][25][26]29,[37][38][39] Kindergarten classrooms (n=3) 35,40,41 Early childhood education centers (n=3) 28,33,42 Developmental-behavioral pediatric clinic (n=1) 32 Community SLPs (n=2) 27,34…”

Section: Contextmentioning

confidence: 99%

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Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review

Cunningham

Thomas‐Stonell

Rosenbaum

2020

Develop Med Child Neuro

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Aim To describe uses of the Focus on the Outcomes of Communication Under Six (FOCUS) in research with children with and without various communication disorders since its publication in 2010. Method Six databases were searched for the term ‘Focus on the Outcomes of Communication Under Six’. With additional searches we ascertained 70 articles, of which 25 met inclusion criteria for full review and data extraction. Results The FOCUS has been used in research across multiple countries, purposes, populations, contexts, and versions. Evaluative studies have described: the development of children’s communicative participation skills and factors that impact the development of communicative participation; the impact of specific interventions on communicative participation; how FOCUS captures change relative to measures of impairment; and how FOCUS performs when used at different intervals. Adaptations have included: use of the FOCUS as a descriptive or discriminative tool; use with children outside the validated age range; use of select items; and use with typically developing children. Interpretation The FOCUS is used worldwide in research and practice, and much has been learned about children’s communicative participation. Future research is needed to explore the relationship between children’s impairments and their communicative participation, develop a FOCUS App, and develop and validate a FOCUS for school‐age children.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Charting Communicative Development Over Timementioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

See 2 more Smart Citations

Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review

Cunningham

Thomas‐Stonell

Rosenbaum

2020

Develop Med Child Neuro

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“…As a criterion-referenced measurement tool, the FOCUS allows clinicians to measure change within an individual child by providing validated reference values that indicate whether a child made clinically meaningful change during an intervention period [23]. In 2015, based on the feedback from clinicians working in the PSL Program, the FOCUS was shortened from 50 to 34 items [26].…”

Section: Study Settingmentioning

confidence: 99%

Selecting and tailoring implementation interventions: a concept mapping approach

Kwok

Moodie

2020

BMC Health Serv Res

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Background: To improve the uptake of research into practice, knowledge translation frameworks recommend tailoring implementation strategies to address practice barriers. This study reports our experience pairing the Theoretical Domains Framework with information from multiple stakeholder groups to co-develop practiceinformed strategies for improving the implementation of an evidence-based outcome measurement tool across a large community health system for preschoolers with communication impairments. Methods: Concept mapping was used to identify strategies for improving implementation of the Focus on the Outcomes of Communication Under Six (FOCUS) in Ontario Canada's Preschool Speech and Language Program. This work was done in five stages. First, we interviewed 37 speech-language pathologists (clinicians) who identified 90 unique strategies to resolve practice barriers to FOCUS implementation. Second, clinicians (n = 34), policy-makers (n = 3), and members of the FOCUS research team (n = 6) sorted and rated the strategies by importance and feasibility. Third, stakeholders' sorting data were analyzed to generate a two-dimensional concept map. Based on the rating data from stakeholders, we prioritized a list of strategies that were rated as highly important and highly feasible, and summarized the practice barriers addressed by each of the prioritized strategies. Fourth, we validated these findings with stakeholders via an online survey. Fifth, the mechanisms of action of the prioritized list of strategies were considered based on available evidence from the Theoretical Domains Framework and associated behavior change literature. Results: Stakeholders categorized the 90 unique implementation strategies into a six-cluster concept map. Based on stakeholders' ratings, a list of 14 implementation strategies were prioritized. These implementation strategies were reported to resolve barriers within the environmental context and resources and beliefs about consequences domains of the Theoretical Domains Framework. All but one of the prioritized strategies have a demonstrated link in resolving existing barriers according to the behavioral change literature. Conclusions: Our study contributes to a growing literature that demonstrates the process of tailoring implementation strategies to specific barriers. Practical drawbacks and benefits of using concept mapping as a way to engage stakeholders in implementation research are discussed.

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Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth

Cronin

McLeod

Verdon

2020

LSHSS

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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 Version (ICF-CY; World Health Organization, 2007 ) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical 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 as well as 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 with 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 are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists 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.

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Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome

Cited by 20 publications

References 19 publications

Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review

Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review

Selecting and tailoring implementation interventions: a concept mapping approach

Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth

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