4.2 Article

Implementation of the C-BiLLT, an accessible instrument to assess language comprehension in children with limited motor and speech function: an international clinician survey

Journal

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
Volume 39, Issue 3, Pages 135-145

Publisher

TAYLOR & FRANCIS LTD
DOI: 10.1080/07434618.2023.2197060

Keywords

Cerebral palsy; computer-based instrument for low motor language testing; evidence-based assessment; implementation; speech-language pathology

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This study assessed the implementation of the Computer-based Instrument for Low-motor Language Testing (C-BiLLT) in the Netherlands, Belgium, and Norway. The study aimed to understand the clinical contexts of C-BiLLT usage and identify barriers and facilitators to its implementation. An online survey was conducted among rehabilitation clinicians, and the results showed that the C-BiLLT was highly acceptable, appropriate, and feasible. It was mainly used with children under 12 years old and those with cerebral palsy. The main facilitator for implementation was clinicians' motivation, while the main barriers were related to resources and complexity of cases.
This study assessed implementation of the Computer-based Instrument for Low-motor Language Testing (C-BiLLT). The C-BiLLT is an accessible language comprehension assessment tool originally developed for children with cerebral palsy and complex communication needs. The purpose of the current study was to understand the clinical contexts in which the C-BiLLT is used in the Netherlands, Belgium, and Norway and assess barriers and facilitators to implementation. An online survey was distributed to rehabilitation clinicians working in the Netherlands, Dutch-speaking parts of Belgium, and Norway. A total of 90 clinicians reported their training in and use of the C-BiLLT; assessed its acceptability, appropriateness, and feasibility; and commented on perceived barriers as well as advantages of the tool. Acceptability, appropriateness, and feasibility were all rated highly. The C-BiLLT was used with various populations and age groups but most often with children who were younger than 12 years of age, and those with cerebral palsy. The main implementation facilitator was clinicians' motivation; the main barriers were related to resources and complexity of cases. Findings suggest implementation of new assessment tools is an ongoing process that should be monitored following initial training, in order to understand clinical contexts in which the tools are being used.

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