{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T05:22:49Z","timestamp":1792646569214,"version":"4.5.0"},"reference-count":102,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2025,7,14]],"date-time":"2025-07-14T00:00:00Z","timestamp":1752451200000},"content-version":"vor","delay-in-days":13,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2025,7]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Assessing children with Developmental Language Disorder (DLD) and Specific Learning Disabilities (SLD) requires a clear understanding of how these conditions impact their daily lives. However, existing assessment tools are not systematically grounded in a theoretical framework, and there is a lack of consensus regarding the relevant dimensions and indicators to be evaluated. Notably, the concepts of <jats:italic>functional impact<\/jats:italic> and <jats:italic>functional impairment<\/jats:italic>\u2014which are essential for identifying needs, informing clinical decision\u2010making and tailoring interventions\u2014remain poorly defined and are frequently used interchangeably, even though they refer to distinct aspects of functioning. This conceptual ambiguity hinders the development of consistent, theory\u2010based assessment models and contributes to inconsistencies across both research and clinical settings.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>The study aims to describe and clarify the concepts of \u2018functional impact\u2019 and \u2018functional impairment,\u2019 as well as to identify and classify the leading dimensions and indicators used to measure the functional consequences of DLD and SLD in school\u2010aged children.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods and Procedures<\/jats:title><jats:p>A scoping review was performed on a systematic search of studies published between January 2013 and November 2023 across six databases (Medline, PsycINFO, CINAHL, ERIC, Psychology &amp; Behavioural Science Collection and Education Source). In total, 1950 documents were reviewed using predefined eligibility criteria, resulting in 53 documents being included for the final data extraction. The analysis followed a qualitative approach, combining both inductive and deductive analyses. An inductive approach was used to develop a new conceptual framework (definitions and classification system), while a deductive approach was applied to organise the identified dimensions and indicators into five overarching categories.<\/jats:p><\/jats:sec><jats:sec><jats:title>Main Contribution<\/jats:title><jats:p>There is notable variability in the terminology used to describe functional impact and functional impairment, as well as ambiguity surrounding their respective meanings. Using an iterative lexicographical approach, we established operational definitions, distinguishing between two subcategories of functional consequences: observed and perceived functional impacts. This conceptual distinction enhances the clarity and applicability of these constructs in both research and clinical settings. Furthermore, five major categories were identified to guide the assessment of the functional impacts: individual abilities, personal factors, daily and meaningful activities, social relationships and environmental factors. Each category encompasses a range of dimensions and indicators. Based on these findings, we propose a structured and integrated framework: the Observed and Perceived Functional Impacts (OPFI) model for assessing functional consequences.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions and implications<\/jats:title><jats:p>Distinguishing between observed and perceived functional impacts provides a clearer and more comprehensive understanding of children's needs. This differentiation supports more targeted and effective clinical recommendations aimed at enhancing their communication skills, daily and meaningful activities, social relationships and overall quality of life. The proposed theoretical framework offers a clear conceptual framework for speech\u2010language pathologists and other healthcare and educational professionals in shaping evaluation and intervention practices. This framework could be used to develop assessment tools aimed at assessing children's real\u2010life functioning.<\/jats:p><\/jats:sec><jats:sec><jats:title>WHAT THIS PAPER ADDS<\/jats:title><jats:p><jats:italic>What is already known on this subject<\/jats:italic>\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>DLD and SLD significantly affect children's daily lives, particularly communication, social relationships and academic success. To design interventions tailored to each child's needs, it is crucial to accurately understand and measure these impacts effectively. However, the current terminology used to describe these impacts and the available assessment methods vary widely, leading to uncertainties about what should be evaluated for clinicians.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><jats:p><jats:italic>What this paper adds to existing knowledge<\/jats:italic>\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>The scoping review results allow us to disentangle the concepts of \u2018observed\u2019 and \u2018perceived\u2019 functional impacts of language and learning disorders by providing explicit definitions of these two concepts. Key dimensions and indicators were identified for both observed and perceived functional impacts. We propose a structured model based on these dimensions and indicators: Observed and Perceived Functional Impacts (OPFI) model. Considering its dynamic nature, this model will facilitate a more systematic assessment of the functional consequences for children with language or learning disorders.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><jats:p><jats:italic>What are the potential or actual clinical implications of this work?<\/jats:italic>\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>Given the limitations of standardised tests, enhancing speech\u2010language assessments by integrating observations from parents, teachers, and other professionals is essential to comprehensively understand the child's strengths, challenges and needs. Focusing on the functional impacts of disorders\u2014such as social interaction, daily activities and adaptation to school and family environments\u2014refines intervention plans adapted to the child's specific needs and enables more precise monitoring of their progress. Including the child's perspective from an early age through well\u2010suited self\u2010report questionnaires or open\u2010ended questions during clinical interviews supports a better understanding of their experiences and perceptions of the disorder.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.70086","type":"journal-article","created":{"date-parts":[[2025,7,14]],"date-time":"2025-07-14T07:16:36Z","timestamp":1752477396000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["A Scoping Review of the Observed and Perceived Functional Impacts Associated With Language and Learning Disorders in School\u2010Aged Children"],"prefix":"10.1111","volume":"60","author":[{"given":"J\u00e9r\u00e9my","family":"Perichon","sequence":"first","affiliation":[{"name":"Laboratoire de Recherche sur le Langage (UR 999) Universit\u00e9 Clermont Auvergne  Clermont\u2010Ferrand France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marianne J.","family":"Paul","sequence":"additional","affiliation":[{"name":"D\u00e9partement d'orthophonie Universit\u00e9 du Qu\u00e9bec \u00e0 Trois\u2010Rivi\u00e8res  Trois\u2010Rivi\u00e8res Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Damien","family":"Chabanal","sequence":"additional","affiliation":[{"name":"Laboratoire de Recherche sur le Langage (UR 999) Universit\u00e9 Clermont Auvergne  Clermont\u2010Ferrand France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Norbert","family":"Ma\u00efonchi\u2010Pino","sequence":"additional","affiliation":[{"name":"Laboratoire de Psychologie Sociale et Cognitive (UMR 6024, CNRS) Universit\u00e9 Clermont Auvergne  Clermont\u2010Ferrand France"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,7,14]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_LSHSS-DYSLC-18-0049"},{"key":"e_1_2_12_3_1","volume-title":"DSM\u20105\u00ae\u2014Manuel Diagnostique Et Statistique Des Troubles Mentaux","author":"American Psychiatric Association","year":"2015"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/1364557032000119616"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1097\/01.NAJ.0000446779.99522.f6"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219413511861"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.4018\/IJDLDC.2017100104"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2015.12.013"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1595"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.1093\/acprof:oso\/9780198732587.001.0001"},{"key":"e_1_2_12_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/0049124118799372"},{"key":"e_1_2_12_12_1","doi-asserted-by":"publisher","DOI":"10.1080\/09297049.2015.1127339"},{"key":"e_1_2_12_13_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0158753"},{"key":"e_1_2_12_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12721"},{"key":"e_1_2_12_15_1","doi-asserted-by":"publisher","DOI":"10.3390\/children9060892"},{"key":"e_1_2_12_16_1","doi-asserted-by":"publisher","DOI":"10.1044\/2024_LSHSS\u201024\u201000036"},{"key":"e_1_2_12_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.paed.2021.06.004"},{"key":"e_1_2_12_18_1","unstructured":"Breault C.2023.De l\u2019\u00e9valuation des capacit\u00e9s langagi\u00e8res \u00e0 la participation sociale d'enfants d\u2019\u00e2ge pr\u00e9scolaire: \u00c9tude d'une population clinique et des \u00e9crits scientifiques[Th\u00e8se de Doctorat Universit\u00e9 de Montr\u00e9al].Papyrus.https:\/\/papyrus.bib.umontreal.ca\/xmlui\/bitstream\/handle\/1866\/32180\/Breault_Chantale_2023_these.pdf?sequence=2&isAllowed=y"},{"key":"e_1_2_12_19_1","doi-asserted-by":"publisher","DOI":"10.1177\/0265659019869780"},{"key":"e_1_2_12_20_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460\u20106984.12950"},{"key":"e_1_2_12_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/17549507.2023.2171488"},{"key":"e_1_2_12_22_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194211037062"},{"key":"e_1_2_12_23_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph16061024"},{"key":"e_1_2_12_24_1","doi-asserted-by":"publisher","DOI":"10.3390\/children10081356"},{"key":"e_1_2_12_25_1","doi-asserted-by":"publisher","DOI":"10.1016\/0895\u20104356(90)90159\u2010M"},{"key":"e_1_2_12_26_1","unstructured":"Crish K. 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