Hidecker Mary Jo Cooley, Cunningham Barbara Jane, Thomas-Stonell Nancy, Oddson Bruce, Rosenbaum Peter
Division of Communication Disorders, Health Science Center, University of Wyoming, Laramie, WY, USA.
CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.
Dev Med Child Neurol. 2017 May;59(5):526-530. doi: 10.1111/dmcn.13373. Epub 2017 Jan 13.
To evaluate construct and predictive validity of the Communication Function Classification System (CFCS) for use with preschool children with a range of speech and language disorders.
Seventy-seven preschool children with speech and language disorders (50 males, 27 females; mean 2y 7mo, standard deviation [SD] 1y) participated in this cohort study. Preschool children had speech and language, language-only, or speech-only disorders. Together with parent input, speech-language pathologists (SLPs) completed the CFCS at time 1. Parents and SLPs then independently completed a validated change-detecting functional communication outcome measure, the Focus on the outcomes of Communication Under Six (FOCUS), three times: at assessment (time 1), at the start of treatment (time 2), and at the end of treatment (time 3).
There was a significant negative correlation between CFCS classifications and FOCUS scores at all three measurement points for the ratings by both parents and SLPs (correlations ranged from -0.60 to -0.76). As expected, no correlations between CFCS classifications and FOCUS change scores were statistically significant.
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.
评估沟通功能分类系统（CFCS）在一系列言语和语言障碍的学龄前儿童中的结构效度和预测效度。
77名患有言语和语言障碍的学龄前儿童（50名男性，27名女性；平均年龄2岁7个月，标准差[SD]1岁）参与了这项队列研究。学龄前儿童患有言语和语言障碍、仅语言障碍或仅言语障碍。言语治疗师（SLP）与家长的反馈一起，在时间1完成了CFCS。然后，家长和言语治疗师独立完成一项经过验证的功能性沟通结果变化检测测量工具，即《关注六岁以下儿童沟通结果》（FOCUS），共三次：评估时（时间1）、治疗开始时（时间2）和治疗结束时（时间3）。
在家长和言语治疗师的评分中，CFCS分类与所有三个测量点的FOCUS评分之间均存在显著负相关（相关性范围为-0.60至-0.76）。正如预期的那样，CFCS分类与FOCUS变化分数之间的相关性无统计学意义。
本研究为CFCS的结构效度和预测效度提供了证据，证明了其作为一种鉴别工具在一系列言语和语言障碍的学龄前儿童中的价值。
