School-aged children with SLI: the ICF as a framework for collaborative service delivery

Area of Science:

• Pediatric medicine
• Developmental psychology
• Speech-language pathology

Background:

• Associated disabilities are frequently reported in children with specific language impairment (SLI) and other developmental disorders.
• A broader definition of SLI is needed to address the impact on children's daily functioning.
• Existing approaches may not adequately address the complexities of co-occurring conditions.

Purpose of the Study:

• To explore a broader perspective of SLI by considering commonalities across developmental disabilities.
• To utilize the International Classification of Functioning, Disability and Health (ICF) as a framework for service delivery.
• To promote collaborative service delivery in educational settings for children with SLI and associated disabilities.

Main Methods:

• The study employs the World Health Organization's (2001) International Classification of Functioning, Disability and Health (ICF) as a conceptual and organizational framework.
• It analyzes common features across various developmental disabilities.
• The focus is on applying this framework within an educational setting.

Main Results:

• The ICF framework can facilitate a more integrated approach to understanding and treating SLI.
• Identifying commonalities across disabilities can inform more effective, collaborative interventions.
• This approach has the potential to enhance service delivery without increasing clinical burden.

Conclusions:

• A broader, ICF-based definition of SLI can improve the recognition and management of associated disabilities.
• Collaborative service delivery, informed by commonalities across developmental disabilities, can optimize outcomes for children.
• The ICF provides a valuable tool for a comprehensive and coherent approach to SLI and co-occurring conditions.