Up to 88% of children with CP have communication problems. Spoken language comprehension plays a pivotal role in communication. Better understanding of influencing factors on development of spoken language comprehension in children with CP can help us to identify which facilitate or impede language learning. Our aim is to identify which factors influence spoken language comprehension in children with CP.
Patients and methods:
A systematic literature search was conducted using electronical databases; PubMed, EMbase.com, PsychInfo and Cochrane Library. Peer-reviewed studies reporting on data of children with CP and outcomes of at least one influencing factor on spoken language comprehension, were included.
3588 studies were retrieved of which 61 studies remained for full text reading and reviewing references. Finally, twenty studies were included. Influencing factors on spoken language comprehension but also factors showing conflicting results will be presented. Environmental factors, shown to play an important role in typical language development, have not yet been reported. Despite the need of augmented and alternative communication (AAC) systems in children with CP, use of AAC and/or different AAC-systems and their impact on development of spoken language comprehension have not yet been investigated.
Knowledge about the factors that influence spoken language comprehension in children with CP is scarce and studies show conflicting results. Longitudinal research in a large cohort of children with CP is important to identify potential influencing factors. This will help to determine which aspects are most beneficial to target in rehabilitation to enhance communication ability in children with CP.