Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review / Maya ALBIN in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.847-865 Titre : Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review Type de document : texte imprimé Auteurs : Maya ALBIN, Auteur ; Michelle PHOENIX, Auteur ; Peter ROSENBAUM, Auteur Article en page(s) : p.847-865 Langues : Anglais (eng) Mots-clés : autism  children and youth  International Classification of Functioning  Disability and Health  social communication  speech-language pathology Index. décimale : PER Périodiques Résumé : The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) aligns with the neurodiversity paradigm in viewing autistic people’s social communication holistically and in a strength-based manner. In this scoping review, we explored how social communication interventions for autistic children and youth map onto the domains of the International Classification of Functioning, Disability and Health in the field of speech-language pathology. OVID Medline, OVID Embase, OVID PsycINFO and Web of Science databases were searched to identify relevant articles. Population, intervention and study data were extracted, as well as data on each of the International Classification of Functioning, Disability and Health domains related to the social communication interventions. In total, 21 articles were included in our analysis. No studies explicitly mentioned the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. The examples provided for each International Classification of Functioning, Disability and Health domain may be helpful for clinicians and researchers looking to understand how components of social communication interventions link to International Classification of Functioning, Disability and Health categories. Future work could analyse how social communication interventions in other fields (e.g., psychology, occupational therapy) map onto the International Classification of Functioning, Disability and Health.Lay abstract This review article investigates how the World Health Organization’s International Classification of Functioning, Disability and Health can be applied to better understand speech-language pathology social communication interventions. In recent years, academic articles have supported thinking differently about how autistic people communicate, including the many strengths autistic people have and how other people and the environment influence communication. The International Classification of Functioning, Disability and Health is a holistic, widely used framework that provides a neurodiversity-affirming perspective on social communication interventions for autistic children. We did not find any published literature applying the International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth and therefore wanted to explore whether and how social communication interventions reflect International Classification of Functioning, Disability and Health concepts. To answer this question, we searched the academic literature using several databases using a methodology called a scoping review. We included articles that had autistic children and youth as participants and focused on social communication interventions in the field of speech-language pathology. We found 21 articles that met our inclusion criteria. No studies talked explicitly about the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. It is important for speech-language pathology social communication interventions to consider how the physical environment, social environment and personal factors impact social communication. Clinicians and researchers may find our application of the International Classification of Functioning, Disability and Health to social communication interventions useful to shape how they think about interventions. En ligne : https://dx.doi.org/10.1177/13623613251390609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review [texte imprimé] / Maya ALBIN, Auteur ; Michelle PHOENIX, Auteur ; Peter ROSENBAUM, Auteur . - p.847-865. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.847-865 Mots-clés : autism  children and youth  International Classification of Functioning  Disability and Health  social communication  speech-language pathology Index. décimale : PER Périodiques Résumé : The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) aligns with the neurodiversity paradigm in viewing autistic people’s social communication holistically and in a strength-based manner. In this scoping review, we explored how social communication interventions for autistic children and youth map onto the domains of the International Classification of Functioning, Disability and Health in the field of speech-language pathology. OVID Medline, OVID Embase, OVID PsycINFO and Web of Science databases were searched to identify relevant articles. Population, intervention and study data were extracted, as well as data on each of the International Classification of Functioning, Disability and Health domains related to the social communication interventions. In total, 21 articles were included in our analysis. No studies explicitly mentioned the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. The examples provided for each International Classification of Functioning, Disability and Health domain may be helpful for clinicians and researchers looking to understand how components of social communication interventions link to International Classification of Functioning, Disability and Health categories. Future work could analyse how social communication interventions in other fields (e.g., psychology, occupational therapy) map onto the International Classification of Functioning, Disability and Health.Lay abstract This review article investigates how the World Health Organization’s International Classification of Functioning, Disability and Health can be applied to better understand speech-language pathology social communication interventions. In recent years, academic articles have supported thinking differently about how autistic people communicate, including the many strengths autistic people have and how other people and the environment influence communication. The International Classification of Functioning, Disability and Health is a holistic, widely used framework that provides a neurodiversity-affirming perspective on social communication interventions for autistic children. We did not find any published literature applying the International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth and therefore wanted to explore whether and how social communication interventions reflect International Classification of Functioning, Disability and Health concepts. To answer this question, we searched the academic literature using several databases using a methodology called a scoping review. We included articles that had autistic children and youth as participants and focused on social communication interventions in the field of speech-language pathology. We found 21 articles that met our inclusion criteria. No studies talked explicitly about the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. It is important for speech-language pathology social communication interventions to consider how the physical environment, social environment and personal factors impact social communication. Clinicians and researchers may find our application of the International Classification of Functioning, Disability and Health to social communication interventions useful to shape how they think about interventions. En ligne : https://dx.doi.org/10.1177/13623613251390609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Describing the communication of autistic people during experiences of distress: A scoping review / Karys OLDENBURG in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.884-900 Titre : Describing the communication of autistic people during experiences of distress: A scoping review Type de document : texte imprimé Auteurs : Karys OLDENBURG, Auteur ; Tasia GIBBONS, Auteur ; Christie WELCH, Auteur ; Ami TINT, Auteur ; Maya ALBIN, Auteur Article en page(s) : p.884-900 Langues : Anglais (eng) Mots-clés : autism  communication and language  experiences of distress  speech-language pathology Index. décimale : PER Périodiques Résumé : Autistic people can experience distress for many reasons. Some of these reasons may include unsupportive environments; experiences of trauma; sensory overload; burnout, inertia, meltdown and shutdown; pain; and mental health diagnoses such as anxiety. Little is known about how distress can impact communication and what others can do to provide support in these moments. This scoping review explores how communication is described during experiences of distress for autistic people, including communication partner strategies to support these interactions. Following a comprehensive database search, 18 articles were included in this scoping review. Firsthand perspectives of autistic people were discussed in 10 studies. Distress was most often characterized by instances of anxiety and/or stress. Eleven studies discussed non-spoken methods of communication, including gestures, facial expressions and behavioural manifestations (e.g. hitting, screaming) during experiences of distress. Identified facilitators to communication during experiences of distress included the presence of a calm, supportive environment and communicative aids. Understanding the impact distress has on communication is beneficial to both autistic people and those who support them. This review contributes to the body of literature aiming to better understand and support autistic people during moments of distress.Lay abstract Past research talks about (1) how autistic people may communicate and (2) how and why autistic people may experience periods of distress. There is not much research about the way autistic people communicate during periods of distress. We therefore looked at research exploring how autistic people of all ages communicate during periods of distress. Communication includes various methods of sending and receiving information, including spoken and non-spoken communication methods (e.g. observable behaviours, typing, gestures). We explored how often researchers collected firsthand perspectives from autistic people. We also collected information on what made communication easier, or more difficult, during periods of distress. We used a methodological approach called a scoping review to identify and evaluate 18 articles that met our criteria. The most common communication method described in the articles was non-verbal communication, including gestures, facial expressions and observable behaviours such as screaming and hitting. Firsthand autistic perspectives were included in just over half of the studies. Facilitators to communication included a calm, supportive environment and communicative aids relevant to the situation, such as a pain scale. This study will help those who support autistic people, and autistic people themselves, by showing the many ways autistic people may communicate when experiencing distress and describing strategies that can be used to support autistic people in those moments. En ligne : https://dx.doi.org/10.1177/13623613261417933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Describing the communication of autistic people during experiences of distress: A scoping review [texte imprimé] / Karys OLDENBURG, Auteur ; Tasia GIBBONS, Auteur ; Christie WELCH, Auteur ; Ami TINT, Auteur ; Maya ALBIN, Auteur . - p.884-900. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.884-900 Mots-clés : autism  communication and language  experiences of distress  speech-language pathology Index. décimale : PER Périodiques Résumé : Autistic people can experience distress for many reasons. Some of these reasons may include unsupportive environments; experiences of trauma; sensory overload; burnout, inertia, meltdown and shutdown; pain; and mental health diagnoses such as anxiety. Little is known about how distress can impact communication and what others can do to provide support in these moments. This scoping review explores how communication is described during experiences of distress for autistic people, including communication partner strategies to support these interactions. Following a comprehensive database search, 18 articles were included in this scoping review. Firsthand perspectives of autistic people were discussed in 10 studies. Distress was most often characterized by instances of anxiety and/or stress. Eleven studies discussed non-spoken methods of communication, including gestures, facial expressions and behavioural manifestations (e.g. hitting, screaming) during experiences of distress. Identified facilitators to communication during experiences of distress included the presence of a calm, supportive environment and communicative aids. Understanding the impact distress has on communication is beneficial to both autistic people and those who support them. This review contributes to the body of literature aiming to better understand and support autistic people during moments of distress.Lay abstract Past research talks about (1) how autistic people may communicate and (2) how and why autistic people may experience periods of distress. There is not much research about the way autistic people communicate during periods of distress. We therefore looked at research exploring how autistic people of all ages communicate during periods of distress. Communication includes various methods of sending and receiving information, including spoken and non-spoken communication methods (e.g. observable behaviours, typing, gestures). We explored how often researchers collected firsthand perspectives from autistic people. We also collected information on what made communication easier, or more difficult, during periods of distress. We used a methodological approach called a scoping review to identify and evaluate 18 articles that met our criteria. The most common communication method described in the articles was non-verbal communication, including gestures, facial expressions and observable behaviours such as screaming and hitting. Firsthand autistic perspectives were included in just over half of the studies. Facilitators to communication included a calm, supportive environment and communicative aids relevant to the situation, such as a pain scale. This study will help those who support autistic people, and autistic people themselves, by showing the many ways autistic people may communicate when experiencing distress and describing strategies that can be used to support autistic people in those moments. En ligne : https://dx.doi.org/10.1177/13623613261417933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review / Maya ALBIN in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1663-1686 Titre : How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review Type de document : texte imprimé Auteurs : Maya ALBIN, Auteur ; Peter ROSENBAUM, Auteur ; Eniola BODE-AKINBOYE, Auteur ; Yani HAMDANI, Auteur ; Michelle PHOENIX, Auteur Article en page(s) : p.1663-1686 Langues : Anglais (eng) Mots-clés : autism  family-centered care  neurodiversity  rehabilitation  social communication  speech-language pathology  strength-based care Index. décimale : PER Périodiques Résumé : Purpose: It is important to understand how social communication interventions for autistic people align with neurodiversity-affirming approaches, including strength-based and family-centered care principles. In this scoping review, we explored how the strengths and perspectives of autistic children and their families are included in speech-language pathology social communication interventions. We searched OVID Medline, Embase, PsycINFO, and Web of Science databases, used supplementary search methods, and conducted a gray literature search. Data were extracted using the Population, Concept, and Context framework for scoping reviews.Major findings: 26 articles were included in our analysis. Most studies described only deficits associated with autism. Most studies explicitly reported parents’ perspectives on intervention goals, activities, or outcome measures; children’s perspectives were rarely included. Most speech-language pathology documents from the gray literature recommended strength-based, and family-centered service delivery.Conclusion: Strength-based and family-centered values have been recommended in speech-language pathology practice for decades yet were not consistently reflected in social communication interventions for autistic children. Our discussion offers several suggestions for taking a strength-based approach to speech-language pathology practice and advancing child and family involvement toward shared decision-making. Our ideas may prompt speech-language pathology researchers and clinicians to reflect on their own approaches to autism and social communication interventions.Lay Abstract/Plain Language Summary Why was this study done?Autistic children and youth often participate in social communication interventions. These interventions can be delivered by healthcare professionals including speech-language pathologists. It is important to find out if these interventions talk about autistic people’s strengths and if they include autistic people’s and their families’ perspectives. These principles are important to make sure that interventions are neurodiversity-affirming. To answer this question, we searched for academic articles that talked about speech-language pathology social communication interventions for autistic children and youth. We used a research methodology called a scoping review. We wanted to find out whether and how these speech-language pathology interventions included the strengths and perspectives of autistic children and their families.What did the researchers find?We included 26 articles and analyzed them. We found that most studies described only the deficits associated with autism. Most studies included the perspectives of parents in their interventions, but children’s perspectives were rarely reported. We also looked at speech-language pathology documents related to autism and found that most of these documents recommended strength-based and family-centered services.What are important takeaways?Most existing social communication interventions in the field of speech-language pathology focused on autistic people’s deficits and used person-first language (e.g., person with autism) which describes autism as a diagnosis to have rather than an aspect of someone’s identity. Our discussion about our paper suggests how researchers and clinicians can incorporate autistic people’s strengths and be neurodiversity-affirming in their interventions. We also discuss ways to involve autistic children and their families in intervention decision-making, including as co-researchers. We hope that this paper will encourage speech-language pathology researchers and clinicians to think about how they view autism, and if their interventions are neurodiversity-affirming. En ligne : https://dx.doi.org/10.1177/13623613261448948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review [texte imprimé] / Maya ALBIN, Auteur ; Peter ROSENBAUM, Auteur ; Eniola BODE-AKINBOYE, Auteur ; Yani HAMDANI, Auteur ; Michelle PHOENIX, Auteur . - p.1663-1686. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1663-1686 Mots-clés : autism  family-centered care  neurodiversity  rehabilitation  social communication  speech-language pathology  strength-based care Index. décimale : PER Périodiques Résumé : Purpose: It is important to understand how social communication interventions for autistic people align with neurodiversity-affirming approaches, including strength-based and family-centered care principles. In this scoping review, we explored how the strengths and perspectives of autistic children and their families are included in speech-language pathology social communication interventions. We searched OVID Medline, Embase, PsycINFO, and Web of Science databases, used supplementary search methods, and conducted a gray literature search. Data were extracted using the Population, Concept, and Context framework for scoping reviews.Major findings: 26 articles were included in our analysis. Most studies described only deficits associated with autism. Most studies explicitly reported parents’ perspectives on intervention goals, activities, or outcome measures; children’s perspectives were rarely included. Most speech-language pathology documents from the gray literature recommended strength-based, and family-centered service delivery.Conclusion: Strength-based and family-centered values have been recommended in speech-language pathology practice for decades yet were not consistently reflected in social communication interventions for autistic children. Our discussion offers several suggestions for taking a strength-based approach to speech-language pathology practice and advancing child and family involvement toward shared decision-making. Our ideas may prompt speech-language pathology researchers and clinicians to reflect on their own approaches to autism and social communication interventions.Lay Abstract/Plain Language Summary Why was this study done?Autistic children and youth often participate in social communication interventions. These interventions can be delivered by healthcare professionals including speech-language pathologists. It is important to find out if these interventions talk about autistic people’s strengths and if they include autistic people’s and their families’ perspectives. These principles are important to make sure that interventions are neurodiversity-affirming. To answer this question, we searched for academic articles that talked about speech-language pathology social communication interventions for autistic children and youth. We used a research methodology called a scoping review. We wanted to find out whether and how these speech-language pathology interventions included the strengths and perspectives of autistic children and their families.What did the researchers find?We included 26 articles and analyzed them. We found that most studies described only the deficits associated with autism. Most studies included the perspectives of parents in their interventions, but children’s perspectives were rarely reported. We also looked at speech-language pathology documents related to autism and found that most of these documents recommended strength-based and family-centered services.What are important takeaways?Most existing social communication interventions in the field of speech-language pathology focused on autistic people’s deficits and used person-first language (e.g., person with autism) which describes autism as a diagnosis to have rather than an aspect of someone’s identity. Our discussion about our paper suggests how researchers and clinicians can incorporate autistic people’s strengths and be neurodiversity-affirming in their interventions. We also discuss ways to involve autistic children and their families in intervention decision-making, including as co-researchers. We hope that this paper will encourage speech-language pathology researchers and clinicians to think about how they view autism, and if their interventions are neurodiversity-affirming. En ligne : https://dx.doi.org/10.1177/13623613261448948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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