Purpose Children with a cleft palate (± cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; World Health Organization, 2007) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical sample of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Method Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Results Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.

中文翻译：

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使用功能，残疾和健康国际分类对Pal裂幼儿进行整体沟通评估：儿童和青少年。

目的Children裂儿童（±唇裂； CP±L）在交流和参与日常生活中会遇到困难，但是言语病理学家通常会在例行评估中专注于言语产生。《国际功能，残疾与健康分类：儿童和青少年版本》（ICF-CY；世界卫生组织，2007年）提供了整体评估的框架。本教程通过从7名2至3岁儿童，13位父母和12位其他重要人物（例如教育者和祖父母）的非临床样本中收集的数据说明了对CP±L儿童的整体评估。方法数据是在访问参与者的家中以及幼儿教育和护理中心期间收集的。适用于ICF-CY域的评估工具用于收集和分析数据。使用筛查和标准化评估来评估儿童参与者的身体功能，包括言语，语言和认知能力。通过口腔运动检查，病史调查表和观察来评估参与者的身体结构。通过病例历史问卷，与重要他人的访谈，家长报告的措施和观察，检查了参与者的活动和参与以及环境和个人因素。结果通过对CP±L患儿进行整体语音语言病理学评估，可以获得有价值的见解。使用多种工具可以对数据进行三角测量并赋予不同的观点以更好地了解孩子及其上下文的情况。几个孩子表现出的语音错误模式超出了所谓的left裂语音特征，这突显了进行更广泛评估的重要性。结论言语病理学家在评估和与CP±L幼儿一起工作时，可以考虑结合对ICF-CY的所有组成部分和背景因素的评估，以为干预和管理实践提供信息。