While the ultimate goal for therapeutic intervention is to make our students effective communicators, the goals for AAC users may look more diverse. This is because unlike verbal students, there are many other considerations such as which device to use, access method, and training communication partners to use the AAC system. In thinking about goal writing, the SLP should consider the communication level of the AAC user (emergent, context-dependent, independent) along with the competencies that the user displays.
The American Speech-Language-Hearing Association (ASHA) defines the five AAC competencies as:
Linguistic Competence: expressive and receptive language including grammar, syntax, and symbols
Operational Competence: technical skills required to use AAC including turning device off/on and navigating between pages
Strategic Competence: using features of the device to relay a message as quickly as possible; using compensatory skills
Social Competence: using rules of a social interaction; language pragmatics
Psychosocial Competence: includes motivation for use of AAC; being resillient and persisting when faced with communication breakdown
Once you are familiar with the AAC competencies, it becomes important to address each area when writing goals for AAC users. One area is not more important than another, and in order to create balanced intervention, each area should be considered either formally or informally.
There are resources available to help support writing goals around each of these competencies. The PrAACtical website holds a wealth of information around many topics in AAC, including goal writing. In addition, ScoopIt (a new resource to me) includes several resources focused on writing AAC goals.
I’d like to share a few goals that I have written around the competencies and welcome feedback regarding how they compare to goals you are writing. When I write goals, I like them to be measurable (of course), yet written in their simplest form. This is because I often have teachers that are collecting daily data and when the goal is easy to read, they have an easier time knowing what to look for and assessing the accuracy of the student’s performance.
Linguistic Goal: student will use two buttons to compose a phrase
Operational Goal: student will adjust the volume on their device when listener indicates the volume is too soft
Strategic Goal: student will independently use word prediction when in type mode in their AAC device
Social Goal: student will pause and wait for a response after speaking a message using their AAC device
Psychosocial Goal: student will independently have device ready to use before the 1st period bell rings
Before you write goals around the competencies, you might want to use the Augmentative and Alternative Communication Profile: A Continuum of Learning (LinguiSystems/Pro-Ed) to assess a student’s level in each of the competencies (with the exception of Psychosocial).
A previous NWACS blog post by NWACS Board member Cassandra Stafford, MS, CCC-SLP/L, ATP provides additional information about writing AAC goals as they relate to the competencies. This is a great read and I highly recommend you click on the link and find out more about the essentials of AAC competencies.
Finally, please comment below on the goals you are writing for our AAC users. While I have worked with AAC users for many years, I feel like goal writing remains a challenge. There are many areas to cover. How many goals are you writing for one IEP? Do you focus on only one competency or do you try to cover all five within one IEP?
Share your comments or questions.