When working with students with complex communication needs we tend to emphasize using the Communication Matrix (Rowland & Fried-Oken, 2010) and the DAGG-3 (Clarke & Tobii Dynavox, 2022). The Communication Matrix (Rowland & Fried- Oken, 2010) measures pre-intentional behavior, intentional behavior, unconventional communication, conventional com- munication, concrete symbols, abstract symbols, and language regarding the following reasons to communicate: refuse, obtain, social, and relaying/seeking information. These are marked as not used, emerging, or mastered throughout the assessment. This assessment is very powerful when students with complex communication needs use alternative methods of communicat- ing (i.e., gestures, vocalizations, affect, directed eye gaze), that assessors may not note as a means to communicate. When as- sisting SLPs that are unfamiliar with the assessment, we can help them unpack effective modalities for the student to use to com- municate, and build upon their areas of needs efficiently.
Image 4 - DAGG 3 assessment cover page from Tobii Dynavox.
Image 3 - Communication Matrix Chart from a fictional client.
The DAGG-3 (Clarke & Tobii Dynavox, 2022) is helpful when guiding the intervention plan with a student with complex communication needs. It starts with identifying the communi- cation ability level of the student with complex communication needs. These include emergent, emergent transitional, context dependent, transitional independent, and independent com- municators. Each of these are examined within the four differ- ent competencies: linguistic, operational, social, and strategic. The linguistic competency is noted as “expressing and under- standing language. Learning and using vocabulary. Reading, writing, and spelling;” the operational competency is noted as “ability to maintain, navigate, and operate the AAC system us- ing the chosen access method;” the social competency is not- ed as “communicating effectively in socially appropriate ways;” and the strategic competency is noted as “utilizing strategies to overcome or minimize the functional limitation of AAC” (Clarke & Tobii Dynavox, 2022, p.5). These competencies can help identi- fy strengths and areas of growth for students who use AACs. We recommend using this to help with goal writing as well.
Image 5 - DAGG 3 assessment checklist page from Tobii Dynavox.
BEGINNING THE AAC ASSESSMENT After the comprehensive language test is done, we begin to address the AAC device trials. We start by providing an AAC assessment checklist which includes each step of the assess- ment that SLPs need to complete. The list includes 31 steps that outline each part of the assessment, from obtaining a correctly completed signed assessment plan to contacting the AAC con- sultant after the IEP is signed so they can order the recommend- ed equipment. It’s meant as a tool to help the SLPs work through the assessment step by step, without being overwhelmed by not knowing where to start or progress. It also helps SLPs to not miss components of the assessment. There are parts of the dynamic assessment process that help us make team based decisions on how to help people with com-
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