The application of the family of participation-related constructs (fPRC) framework to AAC intervention outcomes in children with complex communication needs: a scoping review

Participation is a fundamental human right, and being able to communicate is an essential component of participation in various life situations, such as at school, with peers, and in the community. Augmentative and alternative communication (AAC) interventions aim to facilitate communication and social interaction, independence, and participation in all aspects of life. The purpose of this study was to summarize and map the AAC intervention outcomes for children with complex communication needs onto the Family of Participation-Related Constructs (fPRC) framework. The scoping review identified 270 studies for inclusion, and the data gathered was extracted and mapped onto the fPRC framework. The results indicate that although many studies have reported on participation-related constructs such as activity competence and context, there is still insufficient focus on attendance and involvement, sense of self, and environment constructs. Hence, future research in the field of AAC is needed on the various constructs of participation proposed by the fPRC framework.</p

Characteristics of the children included in this study, by age cohort and in the total sample.

Characteristics of the children included in this study, by age cohort and in the total sample.</p

CL2 profile of SDQ scores on the subscales conduct problems, emotional symptoms and prosocial behaviour.

Note. The shaded areas show the combined high and very high bands of the UK four-band scoring for parent rated SDQ 4–17 years.</p

CL1 profile of SDQ scores on the subscales conduct problems, emotional symptoms and prosocial behaviour.

Note. The shaded areas show the combined high and very high bands of the UK four-band scoring for parent rated SDQ 4–17 years.</p

Flowchart of data collection.

BackgroundChildren with disabilities have an increased risk of mental health problems. Patterns of mental health problems and well-being may vary.AimsTo identify patterns of mental health problems and well-being in children with disabilities in Sweden, and investigate the influence of parental background (migration, education), and child cognitive level.MethodIn this cross-sectional study, cluster analysis was used to analyse parents’ ratings of conduct problems, emotional symptoms, and prosocial behaviour on the Strengths and Difficulties Questionnaire (SDQ) in children with disabilities (n = 136). The influence of parental background (migration, education) and child cognitive level on cluster membership was explored through multinomial logistic regression.ResultsFive clusters of mental health patterns emerged. Three clusters had mean ratings near or past clinical cut-off for one each of the SDQ-subscales. One cluster had difficulties on all three subscales. Greater child cognitive difficulties increased the likelihood of low prosocial behaviour (OR 2.501, p ConclusionChildren with disabilities display varying mental health patterns. Awareness of the complexity of mental health patterns among children with disabilities is important. Screening and support for emotional symptoms and prosocial behaviour deficits should be considered for children with conduct problems.</div

CL5 profile of SDQ scores on the subscales conduct problems, emotional symptoms and prosocial behaviour.

Note. The shaded areas show the combined high and very high bands of the UK four-band scoring for parent rated SDQ 4–17 years.</p

Characteristics of the children in each cluster.

BackgroundChildren with disabilities have an increased risk of mental health problems. Patterns of mental health problems and well-being may vary.AimsTo identify patterns of mental health problems and well-being in children with disabilities in Sweden, and investigate the influence of parental background (migration, education), and child cognitive level.MethodIn this cross-sectional study, cluster analysis was used to analyse parents’ ratings of conduct problems, emotional symptoms, and prosocial behaviour on the Strengths and Difficulties Questionnaire (SDQ) in children with disabilities (n = 136). The influence of parental background (migration, education) and child cognitive level on cluster membership was explored through multinomial logistic regression.ResultsFive clusters of mental health patterns emerged. Three clusters had mean ratings near or past clinical cut-off for one each of the SDQ-subscales. One cluster had difficulties on all three subscales. Greater child cognitive difficulties increased the likelihood of low prosocial behaviour (OR 2.501, p ConclusionChildren with disabilities display varying mental health patterns. Awareness of the complexity of mental health patterns among children with disabilities is important. Screening and support for emotional symptoms and prosocial behaviour deficits should be considered for children with conduct problems.</div

CL3 profile of SDQ scores on the subscales conduct problems, emotional symptoms and prosocial behaviour.

Note. The shaded areas show the combined high and very high bands of the UK four-band scoring for parent rated SDQ 4–17 years.</p

Sociodemographic characteristics of responding parents included in this study, by child age cohort and in the total sample.

Sociodemographic characteristics of responding parents included in this study, by child age cohort and in the total sample.</p

Profiles of SDQ subscale scores, homogeneity coefficients and cluster sizes for each cluster.

Profiles of SDQ subscale scores, homogeneity coefficients and cluster sizes for each cluster.</p