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This tutorial describes holistic assessment of children with CP\u00b1L 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).<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>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.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP\u00b1L. 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.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>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\u00b1L to inform intervention and management practices.<\/jats:p><\/jats:sec>","DOI":"10.1044\/2020_lshss-19-00122","type":"journal-article","created":{"date-parts":[[2020,7,22]],"date-time":"2020-07-22T17:06:40Z","timestamp":1595437600000},"page":"914-938","source":"Crossref","is-referenced-by-count":22,"title":["Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth"],"prefix":"10.1044","volume":"51","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5073-7762","authenticated-orcid":false,"given":"Anna","family":"Cronin","sequence":"first","affiliation":[{"name":"School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7279-7851","authenticated-orcid":false,"given":"Sharynne","family":"McLeod","sequence":"additional","affiliation":[{"name":"School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7503-5860","authenticated-orcid":false,"given":"Sarah","family":"Verdon","sequence":"additional","affiliation":[{"name":"School of Community Health, Charles Sturt University, Albury, New South Wales, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","volume-title":"Wave 2 2006 child's diary week day","author":"Australian Institute of Family Studies","year":"2006"},{"key":"e_1_3_2_3_1","volume-title":"Children's Independent and Relational Phonological Analysis (CHIRPA): Australian English","author":"Baker E.","year":"2017"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1159\/000500664"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/19424620.2015.1082348"},{"key":"e_1_3_2_6_1","first-page":"34","article-title":"How four year olds spend their day: Insights into the caring contexts of young children","volume":"76","author":"Baxter J. 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