Measurement of Functional Outcome in Preschool Children with Neurogenic Communication Disorders

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Abstract
Intervention programs for preschool children with neurogenic communication disorders are now being evaluated on their ability to achieve functional communication change. Documentation of functional gains in speech and language skills will likely determine who will deliver and receive intervention services in the future. However, few tools are available that measure functional gains in young children with severe communication deficits. This article discusses some of the issues that clinicians must consider when developing and using functional communication measures in a clinical service delivery setting.

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