Introduction: Optimal orofacial functioning in children is argued to underlie the development of healthy breathing, chewing, swallowing, and speech. It requires sound development of the structures in the stomatognathic system. Primary care of breakdowns in these functions and structures involves a range of professionals such as dentists and speech-language pathologists (SLPs). Whilst there is some overlap between assessment processes across these disciplines, a comprehensive assessment of orofacial function involving interdisciplinary knowledge allows professionals to assess a child to ensure appropriate follow-up supports and services are recommended.
Aim: This review aims to offer a new perspective on how speech-language pathologists (SLPs) can systematically approach the assessment of orofacial functions in order to better identify patterns of orofacial dysfunction.
Methods: Five databases were systematically searched using keywords relating to “orofacial function”, “children” and “assessment”. Studies that were eligible for review included: a) participants aged 2-18 years with no diagnosed neurological or cognitive delay; b) direct assessments of orofacial functions; and c) aims to investigate orofacial dys/function.
Results: Data were extracted from 145 articles. Common orofacial functions assessed were identified through an iterative process and included: volitional oromotor movements, resting postures, speech, swallowing, breathing and chewing. Assessment tasks for each orofacial function were synthesised, analysed and categorised in a basic framework that considers the complexity and context of tasks. Assessment measures were analysed and classified as functional whole-task outcomes or specific measures of anatomical structure or function.
Conclusion: Current assessment processes reported in the literature are varied and inconsistent. A pragmatic framework that draws on theoretical principles will be presented to support SLPs to systematically select assessment tasks and measures to investigate orofacial function in children. This will allow SLPs to more confidently justify assessment procedures to form clinical hypotheses about orofacial dys/function until more theoretically and psychometrically robust assessment tools are available.

1. Attendees will identify the range of functions that should be assessed when gaining a holistic understanding of a child’s orofacial function.
2. Attendees will identify different assessment tasks and measures that can be used to assess for different orofacial functions
3. Attendees will understand how a framework to select specific assessment tasks and measures can guide decision-making and management of children with orofacial dysfunction