Using Ongoing Outcomes Based Assessment and Monitoring to Drive Intervention in AAC Communicative competence using augmentative and alternative communication (AAC) was defined more than 25 years ago (Light, 1989; Light & McNaughton, 2014). Outcomes-based assessment guiding intervention was identified as an important component in AAC (Schlosser & Raghavendra, 2004). However, assessment guiding intervention and documenting outcomes has not been widely implemented in ... Article
Article  |   December 29, 2016
Using Ongoing Outcomes Based Assessment and Monitoring to Drive Intervention in AAC
Author Affiliations & Notes
  • Tracy M. Kovach
    Augmentative Communication Services, LLC, Westminster, CO
  • Amy Frisbie
    Department of Audiology, Speech Pathology, and Learning Services, Children's Hospital Colorado, Aurora, CO
  • Susan M. Moore
    Department of Speech, Language, and Hearing Services, University of Colorado, Boulder, CO
  • Disclosures
    Disclosures ×
  • Financial: Tracy M. Kovach, Amy Frisbie, Susan M. Moore have no relevant financial interests to disclose.
    Financial: Tracy M. Kovach, Amy Frisbie, Susan M. Moore have no relevant financial interests to disclose.×
  • Nonfinancial: Portions of this paper have been previously presented at ASHA 2015.
    Nonfinancial: Portions of this paper have been previously presented at ASHA 2015.×
Article Information
Augmentative & Alternative Communication / Part 4
Article   |   December 29, 2016
Using Ongoing Outcomes Based Assessment and Monitoring to Drive Intervention in AAC
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 153-163. doi:10.1044/persp1.SIG12.153
History: Received May 25, 2016 , Revised August 30, 2016 , Accepted September 13, 2016
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 153-163. doi:10.1044/persp1.SIG12.153
History: Received May 25, 2016; Revised August 30, 2016; Accepted September 13, 2016

Communicative competence using augmentative and alternative communication (AAC) was defined more than 25 years ago (Light, 1989; Light & McNaughton, 2014). Outcomes-based assessment guiding intervention was identified as an important component in AAC (Schlosser & Raghavendra, 2004). However, assessment guiding intervention and documenting outcomes has not been widely implemented in AAC services over the recent time period. As speech-language pathologists (SLPs), we must more objectively assess and document performance for students using AAC. Use of objective measurements can direct intervention and document successful development of communicative competence. One component of ongoing assessment involves development of progress monitoring tools aligned with key indicators of growth in AAC competence. Another involves communication partners' support and interaction with those using AAC (Mitchell & Alvares, 2015). There is consensus in the literature that family involvement in assessment and intervention is associated with positive outcomes. (Angelo, 2000; Kovach, Moore, & Frisbie, 2015; Lund & Light, 2007; Thistle & Fosco, 2013). This paper discusses outcomes-based assessment and monitoring that directs intervention, and the importance of communication partners in the process. It provides examples of outcomes-based assessment and monitoring tools, their application in intervention planning directed toward desired outcomes and communicative competence development.

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