Methods of collecting data that requires demonstration of knowledge, skill or behaviour. 

Two examples of direct assessment: 

• Standardised tests.  

• These are tests that are given to everyone in exactly the same way. No individualisation happens when delivering the test. 

These are used for a couple different reasons. 
a) it allows the practitioner to understand what areas an individual is or isn’t operating at a “normal” level.
b) it can give insight into which areas could be most aided by the introduction of AAC. The results can inform the goals set for the individual. 

• There are many different standardised assessments. If you’re working with a practitioner, ask them what they intend to use!
   

• Some examples include: 

Functional Communication Profile (FCP-R)  

•  A test that measures an individual's communication abilities, mode of communication (e.g., verbal, sign, nonverbal, augmentative), and degree of independence.  

• Includes practitioner observation, teacher and caregiver reports, and one-on-one testing. 

• Modality Sampling 

Now, we can’t talk about assessment without talking about “Modality Sampling”. It sounds very technical, but this is just a fancy way of saying that you’re trying out a few different forms of AAC. Once you’ve gone through some of the assessments and have a few pretty good options for what might fit, there might be the opportunity to try some of them to see whether they actually work in practice. Most people will use a few different forms of AAC throughout their life. Modality sampling can be imperative in working out what really doesn’t work, what does work, and what doesn’t work just yet but might in the future when they’ve developed *insert skill here*. 

Modality Sampling can be done in a couple different ways. The method should be agreed to by the whānau, practitioners and other necessary parties, and the decision should be made based on the individual’s energy levels, developmental stage and learning ability. 

• “Concurrent Modality Sampling” 
  Trying out modalities one after the other, not at the same time. 
  For example, trying out the Picture Exchange Communication System (PECS) (an aided, low-tech form of AAC) for a period of time, and then trying out an app on an iPad (an aided, high-tech form of AAC) for a period of time afterwards. 

• “Synchronised Modality Sampling”
  Trying out two or more modalities at the same time.  

• For example, trying out both the PECS and an app on an iPad simultaneously.
  This can very clearly show whether an individual shows preference by consistently choosing one form over another. This can indicate that the individual enjoys using that form of AAC or finds it easier than another. This may influence a decision of which to choose from. 

What can they be looking for? A wide variety of skills that may influence what type of AAC system would be best suited. This can include but is not limited to: 

• Motor skills - testing what the strengths and the limits of the physical skills the person holds is.  

• Vision - testing how good their eyesight is.  

• Hearing - testing how well they can hear words/sounds that are made around them. 

• Medical - gaining understanding of any medical conditions, previous diagnoses and/or current medications that may have an impact on an individual's communication.  

• Literacy and Language skills - current vocabulary and ability to form and understand words. Measures reading, spelling and  

• Current communication skills - identifies what skills of communication they use at the moment (e.g., vocals, gestures, pointing etc.) 

• Communication needs - helps to identify where there are gaps or needs that could be helped by the use of an AAC system. 

• Speech intelligibility - If the individual does vocalise (produces speech sounds), what sounds are they using? Are they using words? If so, how easy is it to understand any words spoken?  

• Cognition: This may include the individual’s memory, problem-solving ability, or perception.  

• Symbol representation – the ability to understand and discriminate symbols/pictures and attribute them to real items or actions. 

Any method of gathering information that relies on description or reflection of knowledge, skills, and behaviour.  

Some examples include: 

• Case notes - professionals may look over notes from previous sessions with GPs, psychologists, Ed-Psych’s, SLPs, schools or other education institutions. This can give insight into the individual's history and importantly, may have information about previous attempted interventions and their outcomes. 

• Interviews - in-person verbal conversations with whānau, family, educators, other practitioners (GPS, SLPs, Ed Psych’s etc). Some may be done in interview style with a series of predetermined questions, others may be more conversation based.  

• Questionnaires/Surveys – online, on paper or other written forms where questions are asked of family/whānau, educators or other necessary parties. 

• Checklist of Communication Competencies  

• Used with adolescents and adults. 

• A “no fail” assessment, this means that the individual will always gain credits, there is no failure.  

• Assessment is completed by a caregiver or person who knows the individual well. 

• The caregiver answers questions regarding the individual's different types of communication. These types of communication are scored to understand communication strengths/weaknesses.  

What will they ask about?  

• Personal preferences 

• A person is more likely to stick with a form of AAC if it fits well with their likes and/or doesn’t involve things they hate. These questions can help identify which forms of AAC are likely to work well or not work well. 

• Family/whānau  

• Skill set  

• Personal strengths and/or weaknesses that could help us make a good choice. 

• Previous experience of relevant AAC  

• Current communication abilities and interests. 

• Personal traits 

• Temperament 

• Learning ability/determination 

• Energy levels 

• More information on this in Considerations section of this module.  

Why does all of this matter? 

• By getting an understanding of their skills, struggles, likes or dislikes we are then able to cross-check this with an AAC form to find a fit.  

• It’s very possible that an individual won’t have ALL of the skills needed to operate the type of AAC at the very start.  

All of this information gives us an idea not only of what they can currently do, but also of whether or not it’s reasonable that we can expect to teach them the additional skills to work the AAC in the future.