In 2016, CanChild researchers published the first function-focused classification system that describes 5 ‘levels’ of social communication ability in children with autism spectrum disorder (ASD). Recently, the tool has been expanded and tested for use in children and youth from 2 to 16 years of age.

The Autism Classification System of Functioning: Social Communication (ACSF) provides a way for parents and professionals to talk about the communication abilities of children and youth – what they CAN do rather than what they cannot.

The ACSF will also provide clinicians and educators with a tool to assist with understanding the child’s social communication for assessment and intervention or program planning. The ACSF is currently in English and Farsi, with more languages available soon.

CanChild Scientist Dr. Olaf Kraus de Camargo is the co-editor of a Frontiers Research Topic titled "Families and Functioning in Childhood and Adolescence." The topic included 11 articles that explored how family structures, roles, and relationships influence the functioning of children and youth in the different domains of their lives.

Why is the Gross Motor Function Measure (GMFM) User’s Manual still important?

Why is there a need for a third edition?

Is there a benefit to reading only select chapters?

In this podcast produced by Developmental Medicine & Child Neurology, Dr. Peter Rosenbaum answered some commonly asked questions about the GMFM User's Manual. He shared exciting developments and new evidence included in the third edition as well as how the manual can be a useful resource for clinical practice, research, and education.

The READYorNot™ BBD Trial is looking for youth aged 15 to 17 with Autism, Cerebral Palsy, Epilepsy, FASD or Spina Bifida living in Ontario, Alberta, New Brunswick, and Nova Scotia to help them study the MyREADY TransitionTM BBD App.

The App was co-designed with patients and families to help youth prepare for the transition from pediatric to adult health care.

Interested in participating? Contact Barb Galuppi at galuppi@mcmaster.ca.

Parents’ perspectives are critical to family-centred practice. This scoping review analyzed 40 qualitative studies to understand what parents had been asked and shared about speech and language interventions. The researchers found eight specific ideas in these studies: access, decision making, implementation, relationship, roles, impact, expectations, and technology use. These ideas can be a useful reference for clinicians to consider parents' perspectives comprehensively and for researchers to identify gaps in the current literature. Authors: Kwok E, Bootsma J, Cahill P, Rosenbaum P. Disabil Rehabil. 2021 Oct 20:1-10. doi: 10.1080/09638288.2021.1989061.

This study identified the meaningful aspects of social inclusion based on the perspectives of children with and without disabilities. A total of 17 children participated in two interviews to share their initial thoughts about the program and experiences of inclusion. Both groups of children consider having the freedom to choose and participate in activities, being part of an accepting atmosphere, experiencing positive interactions, and giving or receiving help as meaningful aspects of social inclusion. Service providers and program developers can use the results of this study to inform the design and implementation of inclusive recreation programs. Authors: Edwards B, Cameron D, King G, McPherson AC. Phys Occup Ther Pediatr. 2021;41(5):467-484. doi: 10.1080/01942638.2021.1881198.

The researchers reviewed eight articles published between 2007 and 2019 to determine the efficacy of lower extremity cycling for youth with intellectual disabilities. Evidence suggests that youth with intellectual disabilities can learn to ride a two-wheeled bicycle in a short-term intervention provided they receive appropriate supports. Therapists may use this information when talking to patients and parents about participating in community cycling intervention programs. Since evidence is limited on cycling interventions for youth with intellectual disabilities, therapists should systematically measure outcomes to determine the effectiveness of cycling interventions for each child or youth. Future studies should explore the long-term outcomes of cycling with a focus on participation. Authors: Fragala-Pinkham MA, Ball AL, Jeffries LM. Phys Occup Ther Pediatr. 2021;41(4):410-428. doi: 10.1080/01942638.2020.1862384.