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Communicative Competence: Wrap-up

Communicative Competence: Wrap-up

Why focus on communicative competencies in AAC?

When we first learn about using AAC to communicate, it is easy to focus on the tool. The AAC system. For communication partners, learning a new way to communicate, using a new tool to do it, can be overwhelming. And maybe even scary. But learning how to use the AAC system, the tool (operational competence), is only one skill area of many needed to use AAC to communicate. The communicative competencies in AAC is a framework to help us remember many of the other skills that are also needed.

How can we apply this to AAC interventions? Use these skill areas to choose appropriate goals and objectives to help the person develop the various skills needed to become a proficient communicator.

skills contributing to communicative competence

The Ultimate Goal

The goal of AAC interventions is authentic communication from the person. That the person can get their intended message across to their communication partner.

The Communication Bill of Rights (above) states 15 specific basic rights of all people. These include:

  • the right to express personal preferences, opinions, and feelings

  • the right to ask for and give information

  • the right to refuse or reject

  • the right to make choices from meaningful alternatives

How can we apply this to AAC interventions? Remember that communication is a basic human right. And that right means the person is able (and allowed) to say what they want, when they want, how they want, to whom they want.

Additional Considerations

The phrase “Maslow before Bloom” is shared a lot in education circles. Especially over the past year and a half.

What does this mean? We must meet the person’s basic needs before they can focus on learning.

Maslow’s Hierarchy of Needs

Bloom’s Taxonomy of Educational Objectives

How can we apply this to AAC interventions? When a person is having an “off day” with their communication, do a check of Maslow’s Hierarchy of Needs. When progress is not happening as quickly as we had hoped, do a check of Maslow’s Hierarchy of Needs.

Are there any basic needs that you can address? Is the person too hot, too cold, uncomfortable, tired, not feeling well, hungry, thirsty? Is the person dealing with emotions related to something that has happened? Is the person not feeling safe or comfortable in certain situations or with certain people?

Do you need to go back and first work on building rapport?

Do you need to provide more supports so that the person feels confident enough to try to communicate?

Learning to communicate with AAC takes time. A lot of time.

By 18 months of age, babies have heard approximately 4,380 hours of spoken language. And they are just beginning to use spoken language. Children do not use fully developed (“adult form”) language until after 9-12 years. 9-12 years of teaching, modeling, practicing, feedback and correction.

How can we apply this to AAC interventions? When it feels like it is “taking too long” for the person to learn to communicate with their AAC system, check that you’ve provided an adequate amount of time. And that you have provided an adequate amount of aided language input (also known as AAC “modeling”). Many people who use AAC may need more time than their neurotypical peers to become proficient communicators.

AAC interventions must be culturally and linguistically responsive.

How can we apply this to AAC interventions? Check that you have prioritized the person’s (and their family’s) goals and needs. At every stage of the process. Check that the AAC system includes vocabulary and symbols to match the cultural and language needs of the person.

What do we do if it feels like AAC is not working for a person?

More often than not, we need to change our intervention strategies, support, and/or expectations. Not the AAC system.


References:

Bloom, Benjamin (et al), Taxonomy of Educational Objectives: The Classification of Educational Goals, originally published by David McKay Company, Inc., 1956.

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138.

Download a PDF version of the National Joint Committee's Communication Bill of Rights [PDF].

Maslow, Abraham. A theory of human motivation, originally published in the Psychological Review, 50(4), 370-96, 1943.


Related posts:

AAC and Self-Advocacy - more on AAC and self-advocacy

Communicative Competence: Linguistic - for a closer look at the area of linguistic competence, check out this post

Communicative Competence: Social - for a closer look at the area of social competence, check out this post

Communicative Competence: Psychosocial - for a closer look at the area of psychosocial competence, check out this post

Communicative Competence: Self-Advocacy - for a closer look at the area of self-advocacy competence, check out this post

Communicative Competence - for an introduction overview of Communicative Competence, check out this post

Communicative Competence: Operational - for a closer look at the area of operational competence, check out this post

Communicative Competence: Strategic - for a closer look at the area of strategic competence, check out this post

Communicative Competence: Emotional - for a closer look at the area of emotional competence, check out this post