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.
functional outcomes - communication disorders - preschool children
