Referral Strategies

• Referral Strategies

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    In this topic we think about the referral process and the steps taken to prepare for the AAC assessment.

    • The essential information required when writing (or reading) a referral
    • The eligibility for AAC service acceptance
    • The impact of motivation on the assessment
    • Considering the child’s abilities
    • Do they already use AAC?

    
    
  • Activity - Starting out with referrals

    Most services that offer AAC assessments have some form of referral criteria. Some only work with children, others are just for adults.  Some require the potential AAC user to have a complex communication need and some will work with those who have a specific language impairment. It is important to familiarise yourself with the criteria of all the services available to you, in order to provide up-to-date advice to potential AAC users and their families.

    What AAC assessment services do you feel you need in your area? 

    How would a family be able to get a referral? 

    How long is the wait?   Can you make a simple information sheet for your colleagues and add it to your reflective journal.  You may want to look for samples on the web or from local organisations in your area - they may not work in the field of speech and language, but have similar assessment information.

    The Barnsley Hospital AAC and Assistive Technology Team based in the UK  have put together many documents about referral criteria for AAC which may  be helpful. 

  • Understanding current communication

    In the preparation for the AAC assessment it is worth considering first how the child that has been referred for an assessment currently communicates. Is this information in the referral form or do you need to talk to someone to find out more? 

    This is important in that it allows you to prepare to communicate with them when you meet them, but also gives you an idea of their language skills, physical skills and the opportunities within their communication environments.  

    Managing expectations may also be important, especially if it is felt the child should be able to reach certain early learning goals before they are 5 years old.  Here are some examples of possible language and communication goals:

  • Preparing for the AAC Assessment

    AAC assessments don’t happen if the child isn’t motivated to engage! If they are not interested in playing with a particular doll  or train, then they are unlikely to go to the effort involved to try new equipment. While preparing the assessment always get an idea of the things the child will engage in.

    Understanding the child’s abilities and difficulties
    

    

    It is also useful to know about a child’s performance skills - or at least those that affect his communication and activity participation the most. These include mental skills (memory, problem solving, language) and physical skills (arm and hand movements, seating stability) as well as sensory skills (vision, touch and hearing for example). Having an idea of what the child can do allows the AAC assessment team to select from a wide range of possible solutions before even meeting the child. 

    Who attends the assessment sessions?

    Finally, when  preparing for an assessment some time needs to be spent considering who might need to be there. The child will always be included, and hopefully someone from his or her family. Also it might be useful to have people who understand the child and the environments they communicate in, such as teachers and teaching assistants. Finally a Speech and Language Therapist and Occupational Therapist each play an important role in AAC assessments. 

    See how those in Thasya's inclusive school environment adapt support to work with her abilities and her love of music and then what happens when she is given an AAC device. 

    THASYA hi-res OPEN CAPTION from Dan Habib on Vimeo.

  • Summary 

    • Referrals for AAC assessment are prioritised based on the child and their environment
    • The assessment should be motivating and engaging for the child to perform well
    • Knowing about their current communication methods and previous AAC use helps you make the best decisions going forward

    
    

  • Mark as done

    Further Reading 

    • Beukelman, D., & Light, J. (2020). Augmentative & Alternative Communication Supporting Children and Adults with Complex Communication Needs (5th ed.). London: Paul H Brookes Publishing Co.
    • AAC 101:The How-To of AAC Assessments
      
    • Roulstone, S., Law, J., Rush, R., Clegg, J. and Peters, T., 2011. Investigating the role of language in children's early educational outcomes.  Note the key findings regarding children's language development. 

    
    

  • Reflective Journal 

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    Journal

    Reflective Journal
  • Presentation slides

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    URL

    Building upon referral and screening URL