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Assessment of AAC Users

Assessing Current AAC Users for IEPs and Triennials 

Dynamic AAC Goals Grid, Third Edition (DAGG-3)

The Dynamic AAC Goals Grid, Third Edition (DAGG-3) is an assessment tool to help SLPs decide which goals to work on with a person who communicates with AAC. The DAGG-3 helps determine a student's approximate current functioning and gives suggestions for future directions. It is organized according to the four communicative competencies (see here).

The Communication Matrix

The Communication Matrix was designed to help people understand the communication skills of individuals who use communication other than speaking or writing or who are in the very early stages of communication. It can be completed online or on paper and is based on observation. It can help to determine communicators current level of communication and outline future goals.

The Basic membership is free and allows for 5 saved assessments.

The Functional Communication Profile-Revised (FCP-R)

The Functional Communication Profile-Revised (FCP-R) is an assessment for communicators from age 3 to adult that assesses all areas of possible communication and is not limited to oral expression. Subtests include Sensory/Motor, Attentiveness, Receptive Language, Expressive Language, Pragmatic/Social Language, Speech, Voice, Oral, Fluency, and Non-Oral Communication.  It is available from ProEd, Inc. for $84.00 and may be available through the speech department.

The Augmentative & Alternative Communication Profile (AACP)

This assessment is also predicated on the four competencies for AAC. The AAC Profile allows SLPs to identify areas of strength, determine functional long-range outcomes and the goals needed to achieve those outcomes, compare performance over time, identify roles for AAC team members, and identify and provide optimal learning environments. It is available from ProEd, Inc. for $84.00 or from the AT department.

The Assessment of Learning Process for Augmentative and Alternative Communication (ALP for AAC)

This assessment provides a framework for understanding how an AAC user is progressing through learning their communication system. It is an eight phase process that is grouped into three broad stages.  It looks at five areas of assessment to determine how to support them in progressing to the next phase. It is free, and is available here: ALP for AAC.

Assessing for A New AAC System

How Do I Know Who Would Benefit?

For some students, the need for an AAC system may be clear. If a student is functionally nonspeaking, they are likely to benefit from AAC.

For students who are somewhat verbally speaking, it is not always clear whether they would benefit from a device. Here are some points to consider:

  • Can the student fully communicate their wants and needs across educational environments?
  • Can the student participate in class discussions?
  • Can the student communicate with their peers clearly?
  • Can all of the student's communication partners understand them clearly when they speak?
  • Can all of the student's communication partners clearly understand how they communicate?
  • Is the student willing to use an AAC system?

D49's AAC Assessment Process

If you suspect your student may benefit from AAC, start by talking to their SLP. SLPs can then begin the AAC assessment process on their own or request assistance from the AT department. If the SLP requests assistance from the AT department, below are the steps and timeline that will be followed:

  1. Consultation Request Submitted

The student's SLP will submit a consultation request to the AT department. The AT department will confirm receipt of a request within two business days.

2. Initial Consultation Scheduled

AT will reach out to schedule an initial observation. During this time, the AT department's representative may talk with relevant stakeholders, including the student's SLP, general education teacher, special education teacher, OT, PT, TVI, TOD, Audiologist, etc. They will also complete a student observation. This will be scheduled within two weeks of receipt of the consultation request.

3. System Determination Tasks

Direct trials with begin with the student with potential AAC systems. The AT team will use the data collected during the initial consultation to help determine frequency and duration of system determination task sessions. The amount of time until determination of a device will depend on the student, but should be expected to take several weeks to months.

4. Recommendations Presented

The AT SLP will schedule a meeting with the student's IEP team, to include parents, teacher, and SLP, to review the recommendations generated from step 3. At this time, a device will or will not be recommended. If a device is recommended, a system training will either be provided or scheduled.

5. Full-Time Trials

The student will begin full-time trials with the device in order to ensure the recommendation is truly the best fit for the student. The student will have the first recommended device for approximately six weeks. Data will be collected on their system use. If the team feels this device is a good fit for the student, trials can be discontinued at this point and with family approval, the AT SLP can help the family request a personally-owned device through their insurance. If the team is uncertain, further trials are warranted.