Toward a definition of communicative competence for individuals using augmentative and alternative communication systems

Abstract

This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field.

Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns

“…A challenge exists for professionals in assessing children's existing competencies and identifying functional communication needs (Light, 1989), and for developers of AAC technology in optimizing the usability of their systems (Clarke & Wilkinson, 2005;Higginbotham & Caves, 2002). Consequently, interventions that are not based on evidence from real-life VOCA use may be established on limited or inaccurate interpretation of the problems faced by aided speakers during interactions.…”

“…In the current study, the detailed analysis of sequences of turns, and the description of interactional actions that are oriented to as relevant by the participants themselves in naturally occurring interactions, has provided insight into some strengths and difficulties exhibited both by participants with cerebral palsy and by their peers. As such, a CA approach, including the collection of naturally occurring conversational data, provides an ecologically valid vehicle for the assessment of children's communication skills, and shows significant potential as a method which answers the call for research to explore the functional communication skills of aided speakers (Light, 1989).…”

“…Consequently, interventions that are not based on evidence from real-life VOCA use may be established on limited or inaccurate interpretation of the problems faced by aided speakers during interactions. For school-aged children, the influence of models of communicative competence has shifted attention away from assessments conducted in controlled environments to an emphasis on functional communication and the impact of communicative context and communication partners on interaction methods (e.g., Light, 1989).…”

Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication

“…Each participant completed five baseline sessions to determine stability/ variability of measured skills. Following Gast and Ledford (2010), thresholds for acceptable baseline variability were determined by dividing the mean frequency of the observed The AACP measures skills in four areas of AAC communicative competence: operational, linguistic, social, and strategic (Light, 1989). Skills are grouped hierarchically in five levels, from simple and early functioning to independent use and AAC system mastery.…”

Motor neuron disease: the impact of decreased speech intelligibility on marital communication

“…9 Given its prominence over physical abilities and function, communication is essential for the human experience and may be the single most important aspect for personal well-being. 11 As chronic illness is a dyadic affair, marriage will predictably be affected by the diagnosis of MND. Multiple aspects of the couple's life will be affected and their relationship will never be the same again.…”