Framework and Approach of Diagnosis and Rehabilitation Intervention for Children with Communication Disorders Using WHO Family International Classifications
10.3969/j.issn.1006-9771.2020.01.004
- VernacularTitle:基于世界卫生组织国际分类家族构建儿童交流障碍诊断与干预理论架构与方法
- Author:
Xiao-meng YU
1
;
Zhuo-ying QIU
2
;
Xiao-jie LI
1
;
Qiao-yun LIU
1
;
Lancy HUANG
;
Zhao-ming HUANG
1
;
Qing ZHANG
3
Author Information
1. Department of Education and Rehabilitation, East China Normal University, Shanghai 200333, China
2. WHO-FIC Collaborating Center in China, Beijing 100068, China
3. , USA
- Publication Type:Research Article
- Keywords:
communication disorder;
children;
terminology;
diagnosis;
intervention;
International Classification of Functioning, Disability and Health (Children and Youth version)
- From:
Chinese Journal of Rehabilitation Theory and Practice
2020;26(1):21-27
- CountryChina
- Language:Chinese
-
Abstract:
Results and Conclusion:The core diagnostical terms of communication disorder for children include Primary Pragmatic Language Impairment of Developmental Language Disorder, Communication, Communicating-Receiving, and Communicating-Production, etc. Communication disorder is a typical disorder of limited social interaction and a typical manifestation of developmental retardation for children, named Developmental Language Disorder Main Companion Pragmatic Language Impairment (6A01.22), subclass of Developmental Language Disorder (6A01). Communication disorders involve in speech-related body structures and functions, activity and participation, environmental factors and personal factors; such as communication (d3), including communicating-receiving (d310-d329), communicating-production (d330-d349), conversation and use of communication devices and techniques (d350-d369), and health-related behaviors. The structured framework of rehabilitation intervention involves in body function and structure, activity and participation, environmental factors and personal factors; includes assessment, training and treatment, educational counseling, and psychological and social support. Objective:To explore the definition and core terminology of communication disorders for children, establish the diagnostic criteria and functional assessment criteria of communication disorder, and develop a holistic rehabilitation solution for it based on International Classification of Diseases 11th Revision (ICD-11), International Classification of Functioning, Disability and Health (Children and Youth version) (ICF-CY) and International Classification of Health Interventions (ICHI). Methods:Core definition and terminology of communication disorder were analysed with ICD-11, American Speech-Language-Hearing Association (ASHA) and Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V). The diagnostical criteria of communication disorders for children were analyzed using the ICD-11. The functioning diagnostical criteria of communication disorders for children were explored using ICF-CY. A holistic rehabilitation solution was developed based on ICF-CY and ICHI.
