Assessment tools and practices used by clinicians in AAC, non-verbal, and non-speaking communication
Tracks
5
Across the lifespan
Alternative and Augmentative Communication (AAC)
Assessment
Complex communication needs (CCN)
Disability
| Sunday, June 15, 2025 |
| 11:20 AM - 11:30 AM |
Overview
Stephanie Weir and Jenna O'Brien
Details
⏫ Research insights
⏲️ 11.20am - 11.40am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 11.20am - 11.40am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Ms Stephanie Weir
Scope & University of Melbourne
Assessment tools and practices used by clinicians in AAC, non-verbal, and non-speaking communication
11:20 AM - 11:40 AMPresentation summary
When conducting communication assessment, speech pathologists typically seek to understand, among other things, the potential of verbal speech to meet communication needs, symbolic understanding and use, the role of body movements and facial expressions, use of objects and non-symbolic gestures, environmental supports, communication partner knowledge and skill, and the ‘goodness of fit’ of current communication supports. For speech pathologists, when working with people who cannot rely on speech alone to meet their communication needs, a comprehensive and robust assessment process combining several complementary approaches to collecting information is typically advocated as best practice.
This presentation will discuss the results of a research project which aimed to explore the assessment tools and practices used by professionals for communication assessment with people who cannot rely on speech alone to meet their communication needs. An international survey sought to explore which tools are typically used in practice, and the reasons why professionals choose to use the tools that they do in different practice settings. The survey also sought to understand the perceived gaps in currently available assessment tools, whether professionals have developed their own assessment tools to address those gaps, and the rationale, criteria and underlying frameworks of those self-developed tools.
The implementation of communication supports that do not to address the specific needs of individuals often leads to suboptimal outcomes, such as abandonment of supports and disillusionment with the potential of AAC. The findings of this research will inform critical evaluation of communication assessment tools and practices, and therefore have the potential to lead to more accurate and effective evaluations and ultimately improve service quality and outcomes for individuals who use alternative communication modes.
This presentation will discuss the results of a research project which aimed to explore the assessment tools and practices used by professionals for communication assessment with people who cannot rely on speech alone to meet their communication needs. An international survey sought to explore which tools are typically used in practice, and the reasons why professionals choose to use the tools that they do in different practice settings. The survey also sought to understand the perceived gaps in currently available assessment tools, whether professionals have developed their own assessment tools to address those gaps, and the rationale, criteria and underlying frameworks of those self-developed tools.
The implementation of communication supports that do not to address the specific needs of individuals often leads to suboptimal outcomes, such as abandonment of supports and disillusionment with the potential of AAC. The findings of this research will inform critical evaluation of communication assessment tools and practices, and therefore have the potential to lead to more accurate and effective evaluations and ultimately improve service quality and outcomes for individuals who use alternative communication modes.
Refrences
Batorowicz, B., Stadskleiv, K., Renner, G., Sandberg, A. D., & von Tetzchner, S. (2018). Assessment of aided language comprehension and use in children and adolescents with severe speech and motor impairments. AAC: Augmentative & Alternative Communication, 34(1), 54–67. https://doi.org/10.1080/07434618.2017.1420689
Deckers, S. R. J. M., van Onna, M., Gros, E., & van Balkom, H. (2024). Developing a screening instrument for underlying core domains of communicative competence in children with communication support needs. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. https://doi.org/10.1080/07434618.2024.2367991
Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC Assessment and Clinical-Decision Making: The Impact of Experience. AAC: Augmentative & Alternative Communication, 28(3), 148–159. https://doi.org/10.3109/07434618.2012.704521
Lackey, S., Burnham, S., Hyatt, G. W., Shepherd, T., Pinder, S., Davies, T. C., & Batorowicz, B. (2023). Voices from the field: exploring service providers’ insights into service delivery and AAC use in Canada. AAC: Augmentative & Alternative Communication. https://doi.org/10.1080/07434618.2023.2295929
Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists. Language, Speech & Hearing Services in Schools, 48(1), 56–68. https://doi.org/10.1044/2016_LSHSS-15-0086
Lynch, Y. & Murray, J. (2023). The I-ASC Explanatory Model as a Support for AAC Assessment Planning: A Case Report. In M. M. Smith (Ed.) Clinical Cases in Augmentative and Alternative Communication. Routledge.
Ogletree, B. T., Wofford, M. C., & Barton-Hulsey, A. (2022). Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability. Advances in Neurodevelopmental Disorders: Multidisciplinary Research and Practice Across the Lifespan, 6(4), 426–441. https://doi.org/10.1007/s41252-022-00303-4
Theodorou, E., & Pampoulou, E. (2022). Investigating the Assessment Procedures for Children with Complex Communication Needs. Communication Disorders Quarterly, 43(2), 105–118.
Deckers, S. R. J. M., van Onna, M., Gros, E., & van Balkom, H. (2024). Developing a screening instrument for underlying core domains of communicative competence in children with communication support needs. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. https://doi.org/10.1080/07434618.2024.2367991
Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC Assessment and Clinical-Decision Making: The Impact of Experience. AAC: Augmentative & Alternative Communication, 28(3), 148–159. https://doi.org/10.3109/07434618.2012.704521
Lackey, S., Burnham, S., Hyatt, G. W., Shepherd, T., Pinder, S., Davies, T. C., & Batorowicz, B. (2023). Voices from the field: exploring service providers’ insights into service delivery and AAC use in Canada. AAC: Augmentative & Alternative Communication. https://doi.org/10.1080/07434618.2023.2295929
Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists. Language, Speech & Hearing Services in Schools, 48(1), 56–68. https://doi.org/10.1044/2016_LSHSS-15-0086
Lynch, Y. & Murray, J. (2023). The I-ASC Explanatory Model as a Support for AAC Assessment Planning: A Case Report. In M. M. Smith (Ed.) Clinical Cases in Augmentative and Alternative Communication. Routledge.
Ogletree, B. T., Wofford, M. C., & Barton-Hulsey, A. (2022). Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability. Advances in Neurodevelopmental Disorders: Multidisciplinary Research and Practice Across the Lifespan, 6(4), 426–441. https://doi.org/10.1007/s41252-022-00303-4
Theodorou, E., & Pampoulou, E. (2022). Investigating the Assessment Procedures for Children with Complex Communication Needs. Communication Disorders Quarterly, 43(2), 105–118.
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Stephanie is a speech pathologist with Scope Australia and researcher in the Department of Audiology and Speech Pathology at the University of Melbourne. Stephanie has worked in disability and education services for over 15 years, across support, clinical and academic roles. In her research, Stephanie is interested in exploring the paradigms and drivers of speech pathology practice and education, with a focus on the authentic integration of lived experience knowledge. Stephanie is currently in the final year of her PhD candidature, exploring how the international human rights framework can be applied to the work of speech pathologists.
Jenna O'Brien
Assessment tools and practices used by clinicians in AAC, non-verbal, and non-speaking communication
11:20 AM - 11:40 AM**********
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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