{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T21:13:27Z","timestamp":1780607607146,"version":"3.54.1"},"reference-count":39,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,11]],"date-time":"2025-12-11T00:00:00Z","timestamp":1765411200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,11]],"date-time":"2025-12-11T00:00:00Z","timestamp":1765411200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Communicative participation is the most important outcome of speech and language therapy. A patient\u2010reported outcome measure (PROM) for children would help capture this outcome. Before this PROM can be developed, it is important to find out what situations children themselves find difficult because of their communication problem.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>The aim of the study was to identify relevant aspects of self\u2010reported communicative participation in children with communication disorders.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method and Procedures<\/jats:title>\n                    <jats:p>Thirteen children (5\u201312 years old) with speech disorders, developmental language disorders (DLDs), voice disorders and\/or hearing loss were interviewed with semi\u2010structured interviews. Before the interview they kept a diary for 1 week, documenting participation situations that were difficult because of their communication problem. Within 1 week after completing the diaries, the children were interviewed. In addition, children's ability to recall situations and reflect upon communicative participation was observed. The data analysis was conducted using directed content analysis, drawing on an existing theoretical framework.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Outcomes and Results<\/jats:title>\n                    <jats:p>\n                      A total of 171 situations were discussed, leading to the identification of 44 concepts, categorized into the following six categories:\n                      <jats:italic>person, topic, pace, location, moment<\/jats:italic>\n                      and\n                      <jats:italic>mode<\/jats:italic>\n                      . Some of the participants had difficulty recalling situations, and reflecting upon communicative participation. This was particularly true for children under 8 years of age (all with DLD) and two children over 8 years of age with DLD and an indication for a school for children with special needs.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions and Implications<\/jats:title>\n                    <jats:p>The 44 concepts provide insight into the difficulties in communicative participation experienced by children themselves. These concepts will be used to develop a PROM to assess children's communicative participation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>WHAT THIS PAPER ADDS<\/jats:title>\n                    <jats:p>\n                      <jats:italic>What is already known on this subject<\/jats:italic>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>Communicative participation is the key outcome of speech and language therapy. However, there is a lack of measurement instruments (preferably patient\u2010reported outcome measures, PROMs) to assess communicative participation of children. Additionally, children's own perspectives on their communicative participation, which could inform the development of such an instrument, have not yet been explored.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                      <jats:italic>What this paper adds to existing knowledge<\/jats:italic>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>This study focuses on communicative participation situations as described by children with speech, language and communication needs (SLCN). Based on children's own experiences, 44 concepts describing communicative participation were identified.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                      <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>\n                          <jats:p>This study enhances a comprehensive understanding of communicative participation from the perspective of children. The identified concepts can already be used in conversations with children about their communicative participation. Additionally, the findings will contribute to the development of an item bank for measuring communicative participation in children with speech, language and communication needs.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/1460-6984.70170","type":"journal-article","created":{"date-parts":[[2025,12,11]],"date-time":"2025-12-11T15:43:38Z","timestamp":1765467818000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Self\u2010Experienced Difficulties in Communicative Participation in Children With Speech, Language and Communication Needs\u2014A Concept Elicitation Study"],"prefix":"10.1111","volume":"61","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1593-5082","authenticated-orcid":false,"given":"Eline","family":"Alons","sequence":"first","affiliation":[{"name":"Research Centre Healthy and Sustainable Living HU University of Applied Sciences Utrecht  Utrecht the Netherlands"},{"name":"Department of Languages, Literature and Communication, Institute for Language Sciences (ILS) Utrecht University  Utrecht the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-7147-1602","authenticated-orcid":false,"given":"Bianca","family":"Berndsen\u2010van Swaaij","sequence":"additional","affiliation":[{"name":"Logopedie Lentemorgen  Zevenaar the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4570-2826","authenticated-orcid":false,"given":"Caroline","family":"Terwee","sequence":"additional","affiliation":[{"name":"Epidemiology and Data Science Amsterdam UMC Location Vrije Universiteit  Amsterdam the Netherlands"},{"name":"Research Centre Healthy Ageing; Youth, Education and Society Hanze University of Applied Sciences Groningen  Groningen the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4403-0792","authenticated-orcid":false,"given":"Ellen","family":"Gerrits","sequence":"additional","affiliation":[{"name":"Research Centre Healthy and Sustainable Living HU University of Applied Sciences Utrecht  Utrecht the Netherlands"},{"name":"Department of Languages, Literature and Communication, Institute for Language Sciences (ILS) Utrecht University  Utrecht the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2855-3523","authenticated-orcid":false,"given":"Margreet","family":"Luinge","sequence":"additional","affiliation":[{"name":"Research Centre Healthy Ageing; Youth, Education and Society Hanze University of Applied Sciences Groningen  Groningen the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8916-8023","authenticated-orcid":false,"given":"Lizet van","family":"Ewijk","sequence":"additional","affiliation":[{"name":"Amsterdam Public Health Research Institute, Methodology  Amsterdam the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,11]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/2024_JSLHR\u201023\u201000376"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460\u20106984.70069"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40271\u2010013\u20100022\u20103"},{"key":"e_1_2_11_5_1","unstructured":"ATLAS.TI.2022. \u201cAtlas.ti. 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