Assessing the communication skills of children with cerebral palsy: does speech intelligibility make a difference? Export

@article{citeulike:4972034, abstract = {This paper presents the results of communication skills assessments for two groups of 20 children who had four-limb cerebral palsy. Group 1 children were unintelligible out of context, group 2 children were intelligible to their parents. The pragmatic functions used by children in conversation with their mothers and during a semi-structured communication skills assessment were compared. Children in group 1 produced more functions of communication in the scripted assessment than in conversation with their mothers. No clear difference was observed for children whose speech was intelligible without contextual cues. The implications for practice are discussed. 10.1177/026565909901500204}, author = {Pennington, Lindsay}, citeulike-article-id = {4972034}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/026565909901500204}, citeulike-linkout-1 = {http://clt.sagepub.com/cgi/content/abstract/15/2/159}, day = {1}, doi = {10.1177/026565909901500204}, journal = {Child Language Teaching and Therapy}, keywords = {aac, assessment, communication, cp, speech}, month = {June}, number = {2}, pages = {159--169}, posted-at = {2009-06-26 12:49:12}, priority = {2}, title = {Assessing the communication skills of children with cerebral palsy: does speech intelligibility make a difference?}, url = {http://dx.doi.org/10.1177/026565909901500204}, volume = {15}, year = {1999} }

TY - JOUR ID - citeulike:4972034 L3 - citeulike-article-id:4972034 N2 - This paper presents the results of communication skills assessments for two groups of 20 children who had four-limb cerebral palsy. Group 1 children were unintelligible out of context, group 2 children were intelligible to their parents. The pragmatic functions used by children in conversation with their mothers and during a semi-structured communication skills assessment were compared. Children in group 1 produced more functions of communication in the scripted assessment than in conversation with their mothers. No clear difference was observed for children whose speech was intelligible without contextual cues. The implications for practice are discussed. 10.1177/026565909901500204 IS - 2 JF - Child Language Teaching and Therapy EP - 169 TI - Assessing the communication skills of children with cerebral palsy: does speech intelligibility make a difference? VL - 15 SP - 159 KW - aac KW - assessment KW - communication KW - cp KW - speech AU - Pennington, Lindsay PY - 1999/06/01/ UR - http://dx.doi.org/10.1177/026565909901500204 ER -