ABSTRACT Purpose: to discuss the implementation and use of the International Classification of Functioning, Disability and Health (ICF) and International Classification of Functioning, Disability and Health, Children and Youth Version (ICF-CY) among children and adolescents, within the Augmentative and Alternative Communication (AAC) field. Methods: an integrative literature review. PubMed, Web of Science and VHL databases were searched for papers published between 2006 and 2017 that reported on the use of ICF and ICF-CY within the AAC context. Eighteen papers were reviewed and sorted into: Category i) papers which reported on the use of the ICF or ICF-CY with people who rely on AAC; and Category ii) theoretical papers or papers that used the ICF and ICF-CY to organize the results. Results: papers used the frameworks with different purposes, including the characterization of the children and their environment, goal setting and measurement of the results of therapeutic intervention. The papers drew on all elements, however, Activities and Participation were the components most used. Parents or caregivers were most commonly consulted in classifying the children’s and young people’s profiles of functioning, followed by the Educators and speech and language pathologists. Conclusion: classifications have shown advantages when used in the AAC field. Therefore, it is necessary to provide training in order for professionals to implement them in services.

This paper examines the role of latent cognitive process and the contents of task (verbal and figural) in divergent thinking. The sample was composed of 260 students, attending different public and semi-public schools in the Murcia Region (Spain), with ages ranging from 8 to 15 years old. Creativity was assessed with the Torrance Test of Creativity Thinking (TTCT) and the Test of Creative Imagination (PIC). Results suggest that, even though both tests are based on the psychometric approach and Guilford's theory of creativity, their scores are not significantly correlated. Results from confirmatory factor analysis suggest two independent factors (one for each test), more related to tasks' demands and contents than with the cognitive processes traditionally considered in the definition and measurement of creativity.

Este artículo analiza el papel de los procesos cognitivos subyacentes en el pensamiento divergente y los contenidos sobre los que se aplican dichos procesos (verbal y figurativo). La muestra utilizada es de 260 alumnos con edades comprendidas entre los 8 y los 15 años. Para la evaluación del pensamiento divergente, se utilizó el Test Figurativo de Pensamiento Creativo de Torrance (TTCT), y la Prueba de Imaginación Creativa (PIC) de contenido verbal. Los resultados obtenidos sugieren que, aunque ambas pruebas evalúen el pensamiento divergente y tengan el referencial psicométrico de Guilford, sus puntuaciones no están significativamente correlacionadas. Los resultados de los análisis factoriales confirmatorios muestran que el modelo que mejor explica las puntuaciones en estas pruebas refleja la existencia de dos factores autónomos que se corresponden con cada una de las pruebas, por tanto, identificándose más con los contenidos, dominios y demandas de la tarea que con los procesos cognitivos que tradicionalmente se consideran en la definición y medida de la creatividad.