Westby Carol, Washington Karla N
Bilingual Multicultural Services, Albuquerque, NM.
Communication Sciences and Disorders, University of Cincinnati, OH.
Lang Speech Hear Serv Sch. 2017 Jul 26;48(3):137-152. doi: 10.1044/2017_LSHSS-16-0037.
The aim of this tutorial is to support speech-language pathologists' (SLPs') application of the International Classification of Functioning, Disability and Health (ICF) in assessment and treatment practices with children with language impairment.
This tutorial reviews the framework of the ICF, describes the implications of the ICF for SLPs, distinguishes between students' capacity to perform a skill in a structured context and the actual performance of that skill in naturalistic contexts, and provides a case study of an elementary school child to demonstrate how the principles of the ICF can guide assessment and intervention.
The Scope of Practice and Preferred Practice documents for the American Speech-Language-Hearing Association identify the ICF as the framework for practice in speech-language pathology. This tutorial will facilitate clinicians' ability to identify personal and environmental factors that influence students' skill capacity and skill performance, assess students' capacity and performance, and develop impairment-based and socially based language goals linked to Common Core State Standards that build students' language capacity and their communicative performance in naturalistic contexts.
本教程旨在支持言语语言病理学家（SLP）在对语言障碍儿童的评估和治疗实践中应用《国际功能、残疾和健康分类》（ICF）。
本教程回顾了ICF的框架，描述了ICF对言语语言病理学家的影响，区分了学生在结构化情境中执行一项技能的能力与该技能在自然情境中的实际表现，并提供了一个小学生的案例研究，以展示ICF的原则如何指导评估和干预。
美国言语语言听力协会的《实践范围》和《首选实践》文件将ICF确定为言语语言病理学的实践框架。本教程将有助于临床医生识别影响学生技能能力和技能表现的个人和环境因素，评估学生的能力和表现，并制定与《共同核心州立标准》相关的基于损伤和基于社会的语言目标，以培养学生在自然情境中的语言能力和交际表现。
