Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and ... Article
Article  |   September 01, 2011
Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process
Author Affiliations & Notes
  • Iris Fishman
    Department of Speech and Hearing Science, City University of New York, New York, NY
Article Information
Augmentative & Alternative Communication / Articles
Article   |   September 01, 2011
Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2011, Vol. 20, 82-86. doi:10.1044/aac20.3.82
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2011, Vol. 20, 82-86. doi:10.1044/aac20.3.82
Abstract

Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

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