Introduction
People majority perceive communication as an everyday part of their life and have few issues practicing it. However, a certain percentage of children suffer from inherent or developed difficulties related to communication that interrupts their socialization process. It is accepted to define these disabilities as Complex Communication Needs (Dodd, 2017). To aid children and adults with CCN, various methods of augmentative and alternative communication (AAC) were developed. The effectiveness of AAC depends on the quality of the individual assessment and correct use of the gathered data.
Main body
For AAC to be effective, clinicians that prescribe it to patients need to assess their abilities first; the assessment process involves several areas. The most obvious one is language acquisition and use. A specialist should evaluate the performance of spoken language and disclose the possible impairments. Next, the non-verbal aspect of communication is essential for analysis. The misuse of gesture or lack of their comprehension may be evident of deficiencies in the brain. Accordingly, the cognitive abilities in general, without emphasis on communication, are involved in the assessment. Additionally, it is mentioned in research from Theodorou and Pampoulou (2020) that medical workers examine the behavior patterns, level of social adaptation, motor and receptive capacities, and literacy of impaired clients. Thus, the assessment should involve the evaluation of general mental abilities and language faculty.
In the practice of assessment, doctors distinguish between the abilities of an individual, a prescribed device, and the surrounding people of the injured. First of all, to define a person’s problem, the areas of evaluation include communication-connected structures. According to Lund et al. (2017), the specific topics are language, communication, and cognitive skills; understanding of symbols, patterns, and categories; learning, visual, and audial abilities. Next, the suitability of an AAC tool is assessed, namely, the technological advances, mobility, methods of signal transmission and reception, and its availability. For example, children from low-income families may not afford expensive high-tech devices, so clinicians recommend a less costly one. Finally, medical workers determine if the family members and peers of the individual are comfortable with the AAC method (Lund et al., 2017). Therefore, the primary assessment areas are patients’ deficiencies, device capacities, and communication partners’ acceptance of AAC.
The next step of aiding people with CCN is correct planning of the strategies and techniques to be implemented. The primary guideline for the clinicians that participate in assessing and further application of AAC is an individual approach for each client. According to research from McNaughton et al. (2019, p. 4), the specialists “must be a team effort driven by the needs, skills, and interests of the person with complex communication needs.” The collected data should help this team to deliver the device and instructions about its use in correspondence with the abilities of an individual and their surroundings. Hence, the results demonstrate the most appropriate way of AAC use for a definite person.
The [Name] school employs a highly developed system of AAC assessment. First, the school administrators gather biographical data of all students and provide written reports of CCN cases not registered and treated yet. For the impaired students, evaluation tests are conducted regularly on the subject of their integration into the environment with the aid of AAC. During tests, the inspections consider such details as the room’s illumination, for example. It is helpful for the cases when students’ problems are somewhat connected to the lighting, as for comprehension of visual signals. Accordingly, the general assessment and reports are proper for detecting children with CCN, while the specific tests help evaluate the effectiveness of the implemented AAC devices or methods.
The first chosen case study concerns a 3-year-old girl with ASD, Mandy. A team of professional medical workers with experience in AAC prescriptions should examine her communication problems. The first step of the assessment may include the evaluation of the cognitive impairments of the girl because the inability to learn is closely connected to this issue. Next, the symbol representation in her brain is to be assessed since the girl does not respond to her parents’ attempts to teach her sign language. Finally, clinicians should recommend a device or technique that would be used through the physicality of Mandy. Additionally, the environment of communication must be studied as, for instance, noise may influence the process of learning sign language. In brief, doctors need to analyze Mandy’s mental abilities in greater detail and her surroundings to provide an AAC approach that would help her.
The results of the assessment will shed light on Mandy’s communication needs. The examination of the brain deficiencies can be insightful as to language acquisition. Namely, it will show if the problem lies in general cognitive impairment or affects only the learning process, attention, or comprehension of symbols. Moreover, the study of the environment can show what factors intervene in communication and eliminate them. Even if the assessment will provide extensive help and solve a part of the communication problems, further evaluation of abilities and needs is needed. Specific skills may arise during the girl’s development, which can improve the situation and impact the effectiveness of the AAC. Likewise, the environment will ultimately change, and Mandy’s needs would be different. Consequently, the aid granted on the results of the assessment should be constantly checked for efficiency.
The other study case is about Wilson, who entered school already despite having ASD. The boy is not language-impaired, although he certainly has problems communicating under certain circumstances. In this example, the individual’s behavior impacts his communication experience. The assessment should include a thorough analysis of the stimuli that produce destructive outbursts and the effectiveness of the self-contained classroom education. The reason for this is the need for evaluating the level of change in the behavior of the individual, possible positive changes, or, in contrast, damage to his development. Further, a team of specialists should educate the parents and teachers of the boy to deliver a correct treatment of his condition. Thus, for this case, the most effective assessment techniques are observation and guidance for the communication partners.
Data that clinicians would receive from observation will determine the further decision as to Wilson’s education. The self-contained classroom may not be the proper solution to the case. If tantrums continue despite ongoing counseling and help from the teachers and parents, home education could be considered the most appropriate for the boy. At home, the environment is more predictive and controllable, and the personal teacher can deliver an attitude that would consider the communication needs of Wilson. Apparently, regular assessment is necessary for the socialization of the individual. Parents and teachers have to receive recommendations in accordance with changes in the behavior and needs of the child. Similarly, Wilson should be advised on the ways of coping with the environmental factors that disturb him. In sum, the social integrity of the boy with his environment depends on the adequate assessment and AAC implementation.
Conclusion
To conclude, children and adults suffering from problems with communication need the medical assistance of specialists. Such clinicians can and should assess the impaired people’s skills, abilities, and needs. The information received from the assessment is used for the planning of individual AAC. Evaluation of a patients’ capacities, AAC effectiveness, and environmental impact should be conducted frequently to ensure the usefulness of the treatment.
References
Dodd, J. L. (2017). Augmentative and alternative communication intervention: An intensive, immersive, socially based service delivery model (1st ed.). Plural Publishing.
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, and Hearing Services in Schools, 48(1), 56–68.
McNaughton, D., Light, J., Beukelman, D. R., Klein, C., Nieder, D., & Nazareth, G. (2019). Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative and Alternative Communication, 35(1), 56–68.
Theodorou, E., & Pampoulou, E. (2020). Investigating the assessment procedures for children with Complex Communication Needs. Communication Disorders Quarterly, 1–14.