Peer-reviewed article

Children's Communication Rights in the Holistic Assessment of Speech Sound Disorders: Do Speech-Language Pathologists Use the International Classification of Functioning, Disability and Health Framework?

Moser A, Farquharson K, Louw B · 5 Aug 2026

Abstract

Purpose During the assessment process, speech-language pathologists (SLPs) have the opportunity to account for the involvement, thoughts, and views of children with speech sound disorders (SSDs). This is in alignment with the Convention on the Rights of the Child (CRC; UNICEF, n.d.; United Nations, 1989) including CRC Article 12 (Respect for children's views), Article 13 (Sharing thoughts freely), and Article 23 (Children with disabilities), which affirms SLPs' role to facilitate participation and consider perspectives. The International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001) offers a holistic framework that can guide assessment practices, including accounting for children's views of their own speech. While previous research has been limited to theoretical application, the current study provides preliminary data regarding how American SLPs practically utilize the ICF framework in the evaluation of children with SSDs. Method An online survey was created using REDCap and disseminated to currently practicing SLPs across the United States. A total of 296 surveys were completed, and data were analyzed using descriptive and inferential statistics. Results Over 50% of American SLPs were unfamiliar with the ICF, which was reflected in how they selected assessments of Body Functions more than Activities/Participation and Contextual Factors for children with SSDs. Furthermore, under 10% of SLPs included an assessment tool that measures a child's communicative participation or self-reported attitudes. Conclusions Findings demonstrated a need for greater exposure to holistic assessment of children with SSDs in the United States. Recommendations extend to faculty and researchers to integrate the ICF framework in teaching and research to promote evidence-based assessment practices and patient-reported outcome measures to protect the CRC.