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Page 1
ICF
Dr Andy Smidt 2020

Page 2
Acknowledgement of Country
at Cumberland Campus

I would like to acknowledge the

traditional custodians of this land
the Wangal People of the Eora
Nation. I would also like to pay
respect to the Elders past and
present and extend that respect
to other Aboriginal and Torres
Strait Islander peoples who are
present today.

Please note; as we are not the traditional owners of the land and as a
form of respect to the Aboriginal and Torres Straight Islander People
of Australia use the word ‘acknowledge’ and not ‘welcome’.

Page 3
Case study

– In small groups
– What are the issues for this case?
– What might your role as SLP be?
– Write on yellow stickies

Dr Andy Smidt, The University of Sydney, 2020 Page 4

Case study - Leah

– Leah is a 6 year old girl with a hearing loss

– She has recently had a cochlea implant and her hearing is now
within normal limits
– However her speech is somewhat unclear and difficult to
understand, not for any physical reason but because she has
not been used to hearing her own voice and so some of her
speech sounds are not correct
– With speech pathology, she is expected to learn to speak
clearly
– At school she is teased, her peers call her “deaf” and she has
not made any friends at school
– The teachers do not really understand her hearing loss and
needs and so always ask her to sit at the front of the classroom

Dr Andy Smidt, The University of Sydney, 2020 Page 5

Case study - Sarah

– Sarah is 6 years old

– She has a diagnosis of Autism and intellectual disability
– Sarah has a range of communication issues – she repeats words she
has heard around her – sometimes over and over, sometimes just one
word and sometimes a whole sentence
– If you ask her a question, she will often repeat the last word.
– If she wants something she will sometimes repeat a phrase she heard
when she was using that thing – so she might say “time to tidy up”
over and over when she wants to colour in her favourite Disney
characters
– She also likes to pick things up from the floor and put them in her
mouth – particularly leaves and twigs
– Sarah attends a mainstream school where she is in a class with
typically developing peers.
– She is learning to read at the same rate as her classmates

Dr Andy Smidt, The University of Sydney, 2020 Page 6

Case Study - Pablo

– Pablo is 6 years old

– He was developing typically until he had meningitis aged 4.
– At that time, he was talking in full sentences and developing
motor and other skills alongside his peers
– Pablo has lost significant skills since his meningitis. He has
needed to learn a number of physical activities again –
walking, riding a bike, swimming, holding a pencil, holding a
fork and knife. He has had intensive OT which has helped him
gain these motor skills
– In terms of communication, he retained his previous level of
understanding but has significant difficulty speaking and
expressing his ideas
– He is currently learning how to use an iPad to communicate by
pointing to pictures on it to get his main ideas across

Dr Andy Smidt, The University of Sydney, 2020 Page 7

Physical issues Cognitive/learning Societal problem
problem

Dr Andy Smidt, The University of Sydney, 2020 Page 8

A little history

Dr Andy Smidt, The University of Sydney, 2020 Page 9

 HISTORY
History of WHO and
other classifications

A
Love!
Supports and
E BIOLOGY
environment Structure of ICF

B
D
FRENCH/Language
C
Terminology and
Language SCIENCE
All about codes
Wonderful world of ICF
it can be if provided with the appropriate supports and environment
Dr Andy Smidt, The University of Sydney, 2020 Page 10
 Conceptual Framework

The International Classification of Functioning Disability &

Health - ICF
– Part of the WHO family of international classifications
– Provides a standard language and framework for the
description of health and health-related states
– A multi-purpose classification intended for a wide range of uses
in different sectors

Dr Andy Smidt, The University of Sydney, 2020 Page 11

 Components of the ICF

Health condition (disorder
or disease)

Body

functions & Activities Participation

structures

Contextual factors
Environment Personal
factors

Dr Andy Smidt, The University of Sydney, 2020 Page 12

History

Page 13
 UN/WHO Involvement in Persons with
Disabilities
Universal Declaration of Human Rights 1948
Following atrocities of World War II where millions of persons with disabilities were
killed including thousands of hearing impaired and others who were thought to have
genetic disabilities

UN Declaration of the Rights of Disabled People 1975

Global Burden of Disease 1990
Cataloged the cost of disease and disability in developing
International Classification of Functioning 2001
(ICF) Disability viewed as a social issue
World Health Survey 2002-2004
Survey of health conditions and disability in 70 countries around the world

United Nations Convention on the Rights for Persons with 2006 (2008)
Disabilities UNCRPD
Looked at disability as a human right for all. And that the persons with disabilities have
a right to participate in decisions regarding their lives
WHO World Report on Disability 2011
A comprehensive look at disability around the world as a project between the WHO and
the World Bank
Dr Andy Smidt, The University of Sydney, 2020 Page 14
 Models of Disability
Medical Model
– Views disability as a feature of
the person, directly caused by
disease which requires medical
care.
– Calls for an intervention to
correct the problem with the
individual.
Dr Andy Smidt, The University of Sydney, 2020
Social Model
– Views the disability as a socially
created problem and not an
attribute of an individual.
– Calls for a political response
since the problem is created by
an unaccommodating physical
environment.
Page 15
BioPsychoSocial model

Biological
• genetics
• illness
• Immune

Social Psychological
• support
• learning
• family
• memory
• relationships
• attitudes
• cultural
• thinking
• financial

Dr Andy Smidt, The University of Sydney, 2020 Page 16

ICF process

–Body Structure and Body Function

• Structure = anatomical; limbs, organs
• Functions= physiology, body systems
–Activity and Participation
• Activity is the execution of task or action
• Participation in life situation
–Environment
• Physical, social and attitudinal
Dr Andy Smidt, The University of Sydney, 2020 Page 17
 Functioning, Disability and Health

Functioning encompasses all human functions; at the level of the

body, the individual and society

Disability is perceived as a multi-dimensional phenomenon resulting

from the interaction between people and their physical and social
environment

Health is defined as ‘a state of complete physical, mental and

social well-being and not merely the absence of disease.’
(WHO, 2001)

Dr Andy Smidt, The University of Sydney, 2020 Page 18

 Interaction of Concepts

Health Condition
(disorder/disease)

Body function & Activities Participation

structure (Limitation) (Restriction)
(Impairment)

Environmental Personal
Factors Factors

Dr Andy Smidt, The University of Sydney, 2020 Page 19

Impairment
– Barriers or facilitators
– Activity limitations
– Participation restrictions

– Who creates limitations or restrictions? Is it at

the level of the body structure/function or is it at
the level of the environment?

Dr Andy Smidt, The University of Sydney, 2020 Page 20

Biology – structure of the ICF

Page 21
 Structure
ICF Classification

Part 1: Part 2:
Functioning Contextual
and Disability Factors Parts

Body
Functions Activities and Environmental Personal Components
and Structures Participation Factors Factors

Change in Change in Constructs/

Body Body Capacity Performance Facilitator/
Functions Structures Barrier
qualifiers

Item Item Item Item Item Domains and

levels: levels: levels: levels: levels:
1st 1st 1st 1st 1st categories
2nd 2nd 2nd 2nd 2nd at different levels
3rd 3rd 3rd 3rd 3rd
4th 4th 4th 4th 4th
Page 22
ICF components

– ICF components can be expressed in positive terms of negative

terms

Positive Negative
Overall health condition Function Disability
Body functions and Functional and structural Impairment
structures integrity
Activities • Activities • Activity limitation
• Participation • Participation restriction
Environmental factors Facilitators (fixed or Barriers (fixed or
modifiable) modifiable)
Personal factors Not applicable Not applicable

Dr Andy Smidt, The University of Sydney, 2020 Page 23

 The structure and codes of the classification:
Chapters – Body functions
ICF
Functioning and Disability Contextual factors
Body functions and Activities and Environmental Personal
Structures Participation factors factors
Body Body
functions structures

b1 Mental functions

b2 Sensory functions and pain

b3 Voice and speech functions

Functions of the cardiovascular, haematological, immunological and
b4
respiratory functions
b5 Functions of the digestive, metabolic and endocrine system
b6 Genitourinary and reproductive functions

b7 Neuromusculoskeletal and movement-related functions

b8 Functions of the skin and related structures

Dr Andy Smidt, The University of Sydney, 2020 Page 24
 The structure and codes of the classification:
Chapters – Body structures
ICF
Functioning and Disability Contextual factors
Body functions and Activities and Environmental
Structures Participation factors Personal
factors
Body Body
functions structures

s1 Structures of the nervous system

s2 The eye, ear and related structures

s3
Structures involved in voice and speech

Structures of the cardiovascular, immunological and respiratory

s4
system
s5
Structures related to the digestive, metabolic and endocrine system
s6 Structures related to the genitourinary and reproductive system
s7 Structures related to movement

s8 Skin and related structures

Dr Andy Smidt, The University of Sydney, 2020 Page 25
Chapter FUNCTIONS STRUCTURES

1 Mental functions Structures of the nervous system

2 Sensory functions and pain The eye, ear and related structures

3 Voice and speech functions Structures involved in voice and speech

4 Functions of the cardiovascular, Structures of the cardiovascular,

haematological, immunological and respiratory systems
immunological and respiratory systems
5 Functions of the digestive, metabolic and Structures related to the digestive,
endocrine systems metabolic and endocrine systems

6 Genitourinary and reproductive functions Structures related to the genitourinary

and reproductive systems

7 Neuromusculoskeletal and movement-related Structures related to movement

functions

8 Functions of the skin and related structures Skin and related structures

Page 26
Activities and Participation Domains
d1. Learning & Applying Knowledge
d2. General Tasks and Demands
d3. Communication
d4. Movement
d5. Self Care
d6. Domestic Life Areas
d7. Interpersonal Interactions
d8. Major Life Areas
d9. Community, Social & Civic Life

Dr Andy Smidt, The University of Sydney, 2020 Page 27

 Communication

– d3. COMMUNICATION
– d310 Communicating with -- receiving -- spoken messages
– d315 Communicating with -- receiving -- non-verbal messages
– d330 Speaking
– d335 Producing non-verbal messages
– d350 Conversation

Dr Andy Smidt, The University of Sydney, 2020 Page 28

Qualifiers
– Numeric codes, after the neutral domains
– Domains indicate the area of problem, qualifiers indicate
extent of problem
– Body function or structure – 5 point scale to show extent of
impairment
– Activities and Participation – 5 point scale showing
difficulty/problem, depending on environment
– Environmental factor – facilitator or barrier

Dr Andy Smidt, The University of Sydney, 2020 Page 29

 Activities and Participation: qualifiers

Constructs created to illustrate the interaction with environment:

PERFORMANCE CAPACITY

• What a person does • What a person ‘can do’

• Describes the functioning in the
environment where the person
lives (school, home, work, etc.)
• Actual result of environmental
effects on functioning
• Dependent on environment
• Describes the functioning in a
‘standard’ or ‘optimum’
environment
• Describes the functioning in an
environment which is
considered neither to help nor
hinder
• Used in clinical and controlled
setting

Page 30
Definition and classification help us:

– Use a common, purposive language

– to ensure we are talking about the same thing
– across disciplines, systems and with the people concerned
– Organise our thinking and planning
– Gather and analyse relevant information including statistics
– Carry out meaningful research
– NOT about labelling people

Dr Andy Smidt, The University of Sydney, 2020 Page 31

The ”F” words

– https://www.canchild.ca/en/research-in-practice/f-words-in-
childhood-disability
– Function
– Family
– Fitness
– Fun
– Friends
– Future

– https://vimeo.com/236235559

Dr Andy Smidt, The University of Sydney, 2020 Page 32

Break – activity
As you go to order a coffee, imagine if there was one thing in the
environment that changed from yesterday – a step up or down, different
lighting, noise levels, the language being spoken. How might it impact your
participation??

Page 33
ICF-CY

– Children have different needs from adults

Dr Andy Smidt, The University of Sydney, 2020 Page 34

Why is there a need for an ICF for children & youth?

– Nature and form of functioning in children different

from that of adults
– Main volume of ICF lacking precursors of adult
characteristics
– Child as a “moving target” in classification of function
– Indicators of functional risk factors crucial for
prevention and early intervention
– ICF version for children and youth provides continuity
of documentation in transitions from child to adult
services

Dr Andy Smidt, The University of Sydney, 2020 Page 35

Science - codes

Page 36
Codes – do we need to learn about the codes?

Dr Andy Smidt, The University of Sydney, 2020 Page 37

Philosophy

– Philosophy is not just for intellectuals but informs how we view

the world (Bertrand Russell)
– Clinicians may operate within philosophies without realising that
that is what they are doing (Threats 2008)
– WHO views health as a human right and within the ICF the
right to live ones’ capable functioning life
– “Health is the state of complete physical, mental, and social
well-being and not merely the absence of disease or infirmity”
(WHO, 1945)
– It has been found that the more familiar a student is with the
ICF, the more comprehensive their assessment and management
of their patients (ICF Practical Manual)

Dr Andy Smidt, The University of Sydney, 2020 Page 38

Classification system

– Threats and Worrall (2004) argue that the classification system

is important for SLPs
– They argue that communication crosses all aspects of health,
disability and functioning and so propose that the codes for
communication do not “belong” to the SLP profession
– “The profession can use the ICF to demonstrate to the world
that these crucial Activity/ Participation domains are often at
least partially dependent upon communication skills”

Dr Andy Smidt, The University of Sydney, 2020 Page 39

 Codes

Possible
Presenting Impaired body impaired body
difficulty structures ICF code functions ICF code
Cleft lip/palate Structure of s310 Quality of b3101
nose (external voice
nose, nasal
septum)
Structure of s320 Articulation b320
mouth (gums, functions
palate, lips)
Structure of s330 Production of b3400
pharynx (nasal, notes
oral)
Sucking b5100

From McCormack & Worrall 2008

Dr Andy Smidt, The University of Sydney, 2020 Page 40

 Codes

Possible
Presenting Impaired body impaired body
difficulty structures ICF code functions ICF code
Ankyloglossia Structure of the s3203 Articulation b320
(tongue tie) tongue functions
Sucking b5100
Manipulation of b5103
food in the
mouth
Oral b51050
swallowing

From McCormack & Worrall 2008

Dr Andy Smidt, The University of Sydney, 2020 Page 41

 Codes

Possible
Presenting Impaired body impaired body
difficulty structures ICF code functions ICF code
Cancer of the Structure of s340 Voice functions b310
larynx larynx
Structure of the s430 Respiration b440
respiratory functions
system
Structure of s710 Fluency and b330
head and neck rhythm of
region (bones, speech functions
muscles, joints
of head

From McCormack & Worrall 2008

Dr Andy Smidt, The University of Sydney, 2020 Page 42

Classification and core sets

– Currently over 1,400 categories within a hierarchy

– To facilitate a systematic and comprehensive description of
functioning and the use of the ICF in clinical practice and
research, ICF Core Sets have been developed.
– Core Sets help users better define high-risk populations by limiting the
number of potential ICF categories reported for similar groups of
individuals (cohorts).
– Core Sets help users continually improve their quality processes.
– Core sets reduce variability in describing the health condition of similar
patient cohorts.
– Core sets support outcomes research for targeted populations.
– Current core sets
– CP, TBI, SCI, MS, hearing loss, obesity, mental health,

Dr Andy Smidt, The University of Sydney, 2020 Page 43

ICF browser

– http://apps.who.int/classifications/icfbrowser/

– My preferred https://www.icfcy-meduse.eu/translator/

Dr Andy Smidt, The University of Sydney, 2020 Page 44

Can we use the ICF as an assessment tool?

– The ICF is a classification system – not an

assessment tool
– Purpose includes policy development, economic
analyses, research, and clinical
– There is a procedural manual written by the
APA to provide clinical information
– Many articles discuss clinical use of codes with
specific conditions

Dr Andy Smidt, The University of Sydney, 2020 Page 45

Core sets

– https://www.icf-core-sets.org/

Dr Andy Smidt, The University of Sydney, 2020 Page 46

More videos on youtube – by Pranay Jindal

Dr Andy Smidt, The University of Sydney, 2020 Page 47

Activity

– Billy needs to make an urgent phone call. His car has broken
down and he is going to be late for work. He is feeling very
stressed and he can’t remember the phone number of his
manager. His mobile phone is dead and he has to use the
landline so he has to dial the number rather than just looking it
up in his mobile. He rings his friend who tells him the number
and he jots it down on a page next to the phone.

– Which activities are involved in this short scenario?

Dr Andy Smidt, The University of Sydney, 2020 Page 48

Now lets add to it…..

– Billy has cerebral palsy and is non

verbal. He uses a communication
device to communicate. In order to
make the call, he uses a service called
the Relay service
(https://relayservice.gov.au) - and so
he types his message into a textphone
for the relay officer to read.

Dr Andy Smidt, The University of Sydney, 2020 Page 49

ICF-CY for AAC

– Code set – not core set

– Rowland, C., Fried-Oken, M., Steiner, S. A. M., Lollar, D., Phelps,

R., Simeonsson, R. J., & Granlund, M. (2012). Developing the
ICF-CY for AAC Profile and Code Set for Children Who Rely
on AAC. Augmentative and Alternative Communication, 28(1),
21-32

Dr Andy Smidt, The University of Sydney, 2020 Page 50

– http://icfcy.org/aac
Page 51
Case study

– 12 year old child with dyskinetic cerebral palsy

– difficulty at school including any form of leisure or play activity
– quadriplegia – not walking
– irregular involuntary muscle tone in cluding twitching and
rotating movements of head, neck trunk and limbs
– cooperative boy with good social contact

– From Trabacca et al. (2012). The ICF-CY Perspective on the Neurorehabilitation of

Cerebral Palsy A Single Case Study. Journal of child neurology, 27(2), 183-190.

Dr Andy Smidt, The University of Sydney, 2020 Page 52

Impairment in body
function/structure
• Structure of brain (s110)
• Structure of vertebra
(s76000)
• Structure of eye (s2303)
• Intellectual functions
(b117)
• Openness to experience
(b1264)
• Motivation (b1301)
• Functions of eye (b2152)
• Articulation (b320)
• Joint mobility (b7101)
• Muscle tone (b7358)
• Stability of joints
(b7151)
• Involuntary mvmts
reaction functions (b755)
• ++
Activity limitation and Contextual factors
participation restriction
• Maintaining educational • medication (e1101
programme (d369) • Assistive tech mobility
• conversation and use of (e1201)
devices (d369) • Assistive tech
• Maintaining a body communication (e1251)
position (d415) • Assistive tech education
• Maintaining a sitting (e1301)
position (d4153) • immediate family (e310)
• Hand and arm use • personal care providers
(d445) (e340)
• Engagement in play • special education
(d880) services (e5852)
Dr Andy Smidt, The University of Sydney, 2020 Page 53
Down Syndrome and ICF

– 2016 article using ICF to look at communication of 6 young

children with DS
– Extensive testing translated into ICF codes
– Facilitators and barriers

– Deckers, S. R., Van Zaalen, Y., Stoep, J., Van Balkom, H., & Verhoeven, L. (2016).
Communication performance of children with Down Syndrome: An ICF-CY based
multiple case study. Child Language Teaching and Therapy, 0265659016630775.

Dr Andy Smidt, The University of Sydney, 2020 Page 54

Dr Andy Smidt, The University of Sydney, 2020 Page 55
Dr Andy Smidt, The University of Sydney, 2020 Page 56
 Body Functions & Activities Participation
Structure

Environment Personal Factors

Dr Andy Smidt, The University of Sydney, 2020 Page 57

Language

Dr Andy Smidt, The University of Sydney, 2020

Page 58
Why do you need to know about language

– In line with the biopsychosocial model –

– Move away from seeing client as being a list of deficits
– Not ‘my stuttering client’ or my ‘down’s kid’ or my head injury –
but a person with ….
– Is this just about political correctness?

Dr Andy Smidt, The University of Sydney, 2020 Page 59

Aimee Mullins

Dr Andy Smidt, The University of Sydney, 2020 Page 60

History of terminology

Dr Andy Smidt, The University of Sydney, 2020

Page 61
Page 62
Key terminology

– Refer to “A way with words”

https://www.qld.gov.au/disability/documents/community/way-
with-words.pdf

Dr Andy Smidt, The University of Sydney, 2020 Page 63

Dr Andy Smidt, The University of Sydney, 2020 Page 64
Dr Andy Smidt, The University of Sydney, 2020 Page 65
Stella Young

– https://www.ted.com/talks/stella_young_i_m_not_your_inspira
tion_thank_you_very_much#t-250028

Dr Andy Smidt, The University of Sydney, 2020 Page 66

Supports

Page 67
Supports model

Intellectual
Abilities

Adaptive
Behaviour

SUPPORTS
Health
Human Functioning

Participation

Context

AAIDD conceptual framework for

Dr Andy human
Smidt, functioning
The University of Sydney, 2020 Page 68
“Supports are the resources and strategies that aim
to promote the development, education, interests,
and personal well-being of a person and that
enhance individual functioning.”
(AAIDD, 2002, p. 151)

Supports enable individuals to live meaningful

and productive lives that they choose.

Dr Andy Smidt, The University of Sydney, 2020 Page 69

WHO resources

Dr Andy Smidt, The University of Sydney, 2020 Page 70

WHO Resources

– http://www.who.int/classifications/icf/en/
– ICF online http://apps.who.int/classifications/icfbrowser/
– eLearning tool https://www.icf-elearning.com/
– Core sets http://www.icf-core-sets.org/
– Education Portal http://icfeducation.org/
– Illustration library http://www.icfillustration.com/icfil_eng/

Dr Andy Smidt, The University of Sydney, 2020 Page 71

Other resources

– https://www.icfcy-meduse.eu/translator/
– http://www.icf4slp.com

Dr Andy Smidt, The University of Sydney, 2020 Page 72

References

– Adolfsson, M. (2013). Applying the ICF-CY to identify children's everyday life situations:
A step towards participation-focused code sets. International Journal of Social Welfare,
22(2), 195-206. doi:10.1111/j.1468-2397.2012.00876.x
– Deckers, S. R., Van Zaalen, Y., Stoep, J., Van Balkom, H., & Verhoeven, L. (2016).
Communication performance of children with Down Syndrome: An ICF-CY based multiple
case study. Child Language Teaching and Therapy. doi:10.1177/0265659016630775
– McDougall, J., & Wright, V. (2009). The ICF-CY and Goal Attainment Scaling: benefits of
their combined use for pediatric practice. Disabil Rehabil, 31(16), 1362-1372.
doi:10.1080/09638280802572973
– Yaruss, J. S., & Quesal, R. W. (2004). Stuttering and the international classification of
functioning, disability, and health (ICF): An update. Journal of communication
disorders, 37(1), 35-52.
– Simeonsson, R. J., Björck-Åkessön, E., & Lollar, D. J. (2012). Communication, disability,
and the ICF-CY. Augmentative and Alternative Communication, 28(1), 3-10.

Dr Andy Smidt, The University of Sydney, 2020 Page 73

References continued

– Yi-Ling Pan, Ai-Wen Hwang, Rune J. Simeonsson, Lu Lu & Hua-Fang

Liao (2014) ICF-CY code set for infants with early delay and disabilities
(EDD Code Set) for interdisciplinary assessment: a global experts
survey, Disability and Rehabilitation, 37:12,
DOI: 10.3109/09638288.2014.952454
– Power, E., Anderson, A., & Togher, L. (2011). Applying the WHO ICF
framework to communication assessment and goal setting in Huntington's
disease: A case discussion. Journal of Communication Disorders, 44(3), 261-
275.
– Sharynne McLeod (2009) An holistic view of a child with unintelligible
speech: Insights from the ICF and ICF-CY, Advances in Speech Language
Pathology, 8:3, 293-315, DOI: 10.1080/14417040600824944
– Threats, T. T. (2008). Use of the ICF for clinical practice in speech-language
pathology. International Journal of Speech-Language Pathology, 10(1-2),
50-60.

Dr Andy Smidt, The University of Sydney, 2020 Page 74

Additional References
– Seminars in Speech and Language
– Issue 04 · Volume 28 · November 2007 DOI: 10.1055/s-002-7089

• FOREWORD
• Holland, Audrey L.: The International Classification of Functioning, Disability and Health (ICF) in Clinical
Practice
• INTRODUCTION
• Ma, Estella P.-M.; Worrall, Linda; Threats, Travis T.: The International Classification of Functioning, Disability
and Health (ICF) in Clinical Practice
• Simmons-Mackie, Nina; Kagan, Aura: Application of the ICF in Aphasia
• McLeod, Sharynne; McCormack, Jane: Application of the ICF and ICF-Children and Youth in Children with
Speech Impairment
• Westby, Carol: Application of the ICF in Children with Language Impairments
• Hopper, Tammy: The ICF and Dementia
• Hickson, Louise; Scarinci, Nerina: Older Adults with Acquired Hearing Impairment: Applying the ICF in
Rehabilitation
• Eadie, Tanya L.: Application of the ICF in Communication after Total Laryngectomy
• Dykstra, Allyson D.; Hakel, Mark E.; Adams, Scott G.: Application of the ICF in Reduced Speech Intelligibility
in Dysarthria
• Yaruss, J. Scott: Application of the ICF in Fluency Disorders
• Threats, Travis T.: Use of the ICF in Dysphagia Management
• Larkins, Brigette: The Application of the ICF in Cognitive-Communication Disorders following Traumatic Brain
Injury
• Ma, Estella P.-M.; Yiu, Edwin M.-L.; Abbott, Katherine Verdolini: Application of the ICF in Voice Disorders
Dr Andy Smidt, The University of Sydney, 2020 Page 75