Empirical research evidence was seldom mentioned by SLTs as informing intervention decision making leading to very diverse practice. There is a need for further research on the effectiveness of commonly used but under-evaluated interventions. There is also a need to alert SLTs to the evidence base supporting other approaches, particularly switch-based, cause and effect approaches.

Communication assessment of people with profound intellectual and multiple disabilities (PIMD) has seldom been investigated. Here, we explore approaches and decision making in undertaking communication assessments in this group of people. A questionnaire was sent to UK practitioners. The questionnaire elicited information about assessment approaches used and rationales for assessment choices. Fifty‐five speech and language therapists (SLTs) responded. Findings revealed that the Preverbal Communication Schedule, the Affective Communication Assessment and the Checklist of Communication Competence were the most frequently used published assessments. Both published and unpublished assessments were often used. Rationales for assessment choice related to assessment utility, sensitivity to detail and change and their applicability to people with PIMD. Underpinning evidence for assessments was seldom mentioned demonstrating the need for more empirical support for assessments used. Variability in practice and the eclectic use of a range of assessments was evident, underpinned by practice‐focused evidence based on tacit knowledge.

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Background: COVID-19 is a life-threatening virus which has circulated the globe resulting in unprecedented effects on the daily lives of people across the world.Countries across the globe have advocated measures, including self-isolation and maintaining social distance to reduce the spread of COVID-19. The pandemic has seen an increase in the use of information and communication technology (ICT) for many aspects of life. This study aimed to find out from people with intellectual disabilities what it was like using ICT during COVID-19 and how this affected their lives.Method: Interviews and focus groups were conducted with 19 people with learning disabilities throughout the COVID pandemic. The qu/alitative data gathered was analysed using longitudinal thematic framework analysis to identify the main ways technology use had impacted on people's lives and the challenges and facilitators of technology use during this time. Findings: Technology played an important role in the lives of the people with learning disabilities who took part in the study. Technology facilitated continuation and maintenance of important daily activities and roles in people's lives (e.g., jobs, getting support and leisure), keeping people meaningfully occupied and maintaining social contact which reduced feelings of loneliness and isolation. People adapted and learned new skills, with help from friends, family and support staff, which boosted self-confidence. Despite some identified barriers, prior technology use, tenacity and a positive attitude towards ICT supported learning new skills and adaptation to increased ICT use.Conclusions: Supporting the development of digital competence, confidence and persistence in people with learning disabilities was important during this international crisis and has had a fundamental positive effect on wellbeing.

Background: This trial aimed to measure the effects of extrinsic and intrinsic factors on users' comprehension of health information provided in adapted written "easy read" material.Method: Sixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/with and without mediation). Results: Neither linguistic complexity of the text nor mediation independently orcombined made a significant difference to the understanding of information. Post hoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation.

The assignment of speech and language therapy duties to teachers and occupational therapists has resulted in suboptimal practice for children with complex communication needs.

Services available for people with disabilities in Bolivia tend to be fragmented

considers for publication reports and position papers prepared by professional organizations which concern persons with learning disabilities. Such material is subject to the peer review process and can be rejected if the consulting editors feel that the information presented is inappropriate for JLD.In this issue the second of several reports by the National Joint Committee on Learning Disabilities (NJCLD) is presented. The report is entitled 'Adults with Learning Disabilities: A Call to Action." The Committee lists nine specific recommendations that they feel are important steps for the field to take at this time. In the January issue of JLD we presented two research reports on the needs of adults with learning disabilities and employers' attitudes toward hiring learning disabled persons. In this issue we follow the Joint Committee report with three additional papers focusing on adults with learning disabilities: (1) the transition needs of college-bound students with learning disabilities, (2) a survey of programs and services for students with learning disabilities in graduate and professional schools, and (3) a research report on the use of the SAT to identify college students with learning disabilities. Each of these articles relates to specific recommendations made by the Joint Committee.The staff of JLD is very interested in data based manuscripts on adults with learning disabilities. We actively encourage researchers to submit their man uscripts to our office. We are also interested in readers comments regarding issues in this area.-JLW