Introduction This issue of Perspectives on Augmentative and Alternative Communicationfocuses on Assessment. An AAC assessment is a complex process. While the ultimate goal remains the same regardless of the age and abilities of the individual, the procedures and strategies used during an assessment may vary with the individual’s age, abilities, and ... Editorial
Editorial  |   April 01, 2005
Introduction
Author Notes
Article Information
Augmentative & Alternative Communication / Editorial
Editorial   |   April 01, 2005
Introduction
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2005, Vol. 14, 2a. doi:10.1044/aac14.1.2
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2005, Vol. 14, 2a. doi:10.1044/aac14.1.2
This issue of Perspectives on Augmentative and Alternative Communicationfocuses on Assessment. An AAC assessment is a complex process. While the ultimate goal remains the same regardless of the age and abilities of the individual, the procedures and strategies used during an assessment may vary with the individual’s age, abilities, and source of funding. This issue highlights some of the key factors involved in assessing three distinct clinical populations—the child with severe multiple disabilities, the school-aged child, and adults served by Medicare.
A critical issue often surrounding an AAC assessment with the school-aged child is a perceived need to select an AAC device, rather than putting into place an effective communication system. In the article dealing with assessment of the school-aged child, authored by myself, key terms are defined and critical elements of the evaluation are described.
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