Validity of the Communication Function Classification System for use with preschool children with communication disorders

Hidecker, Mary Jo Cooley; Cunningham, Barbara Jane; Thomas‐Stonell, Nancy; Oddson, Bruce; Rosenbaum, Peter

doi:10.1111/dmcn.13373

Cited by 27 publications

(42 citation statements)

References 20 publications

(47 reference statements)

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“…The Communication Function Classification System (CFCS) is a valid discriminative classification tool, typically completed by a speech‐language pathologist. It categorizes children's skills into five levels of function based on how they communicate daily . ‘CFCS levels vary by familiarity of the communication partner, the child's successful sending and receiving of messages, and the pace of communicative interactions.…”

Section: Methodsmentioning

confidence: 99%

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A population‐based study of communicative participation in preschool children with speech‐language impairments

Cunningham

Hanna

Oddson

et al. 2017

Develop Med Child Neuro

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Section: Methodsmentioning

confidence: 99%

“…‘CFCS levels vary by familiarity of the communication partner, the child's successful sending and receiving of messages, and the pace of communicative interactions. Children in Level I function best and those in Level V function least well’ . More detailed descriptions of the five levels can be found at http://cfcs.us/.…”

Section: Methodsmentioning

confidence: 99%

A population‐based study of communicative participation in preschool children with speech‐language impairments

Cunningham

Hanna

Oddson

et al. 2017

Develop Med Child Neuro

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“…The available data included CFCS classifications (Hidecker et al, ; Hidecker, Cunningham, Thomas‐Stonell, & Rosenbaum, ). The CFCS is a classification tool that describes the level of communicative functioning of the child being assessed.…”

Section: Methodsmentioning

confidence: 99%

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

Oddson

Thomas‐Stonell

Robertson

et al. 2019

Child

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Background: The Focus on the Outcomes of Communication Under Six (FOCUS) is a 50-item outcome measure based on the framework and concepts of World Health Organization's International Classification of Functioning. The FOCUS has been shown to capture participation-level changes associated with speech and language therapy in children 18 to 72 months old and has established validity and reliability.However, there were reasons to try to reduce the measure without losing any of its proven value as a change-detecting instrument.Methods: Using data from 18,931 preschool children, we used item response models and a test of redundancy to reduce the original 50-item FOCUS to 34 items.We then assessed the correlations between FOCUS-50 and FOCUS-34 scores on these children.Results: Findings show that a shortened (34-item) version of FOCUS can be treated as equivalent to the full 50-item version. Conclusion:The correlation between change scores on the two versions is .98. We suggest that in situations where only a total score is of interest, the FOCUS-34 can be used in place of the full FOCUS.

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“…Of equal import, the CFCS can be adapted for use in low-resource settings and does not require extensive training to be administered effectively (personal correspondence, Dr. Gulam Khandaker, Bangladesh Cerebral Palsy Register). Further, in place of the less precise description of mild, moderate, or severe communication disorder, the CFCS classifies an individual’s everyday communication performance into one of five levels based on the type of communication partner and the speed of the message exchange [17, 18, 21] (Table 1). …”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Parental Questionnaires in the Assessment of Speech-Language and Auditory Function in Children

Fabus

Berg

Serpanos

et al. 2017

Folia Phoniatr Logop

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Objective: This study investigates the use of a parental questionnaire to determine its effectiveness as a screening tool in identifying speech-language and/or auditory impairments in children. Patients and Methods: Parents completed speech-language (n = 36) or audiology (n = 23) questionnaires prior to their child’s speech-language and/or auditory evaluations. The speech-language and audiology evaluations were conducted by clinicians at three different universities not familiar with the administration and scoring of the parental questionnaires. A research assistant coded the results of the speech-language and audiology evaluations. Statistical analysis was used to determine if any aspects of the parents’ evaluation of their child’s speech, language, or hearing correlated with the speech-language pathologists’/audiologists’ assessment. The results of the analyses would indicate whether parental reports are a reliable alternative to professionals’ assessment. Results: The speech-language questionnaires for children aged 2–5 years revealed the parents’ perception of their children speaking 3-word sentences significantly (p < 0.05) corresponded to the children’s comprehension and expression skills. The results from the auditory questionnaires revealed that reports of a child’s ear pain were (p < 0.05) correlated with auditory dysfunction. Conclusions: These questionnaires can potentially be used in low-income countries where professional resources are scarce and there are barriers to identifying children with speech-language and/or auditory impairment.

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Validity of the Communication Function Classification System for use with preschool children with communication disorders

Abstract: This study provides evidence of construct and predictive validity of the CFCS, demonstrating its value as a discriminative tool for use with preschool children with a range of speech and language disorders.

Cited by 27 publications

References 20 publications

A population‐based study of communicative participation in preschool children with speech‐language impairments

A population‐based study of communicative participation in preschool children with speech‐language impairments

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

The Effectiveness of Parental Questionnaires in the Assessment of Speech-Language and Auditory Function in Children

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