Augmentative Communication Assessment
Protocol for Symbolic Augmentative Systems

(Gamel-McCormick & Dymond, 1994)

The questions in this protocol are designed to help you collect information with which you can make decisions about symbolic augmentative communication systems for the students with whom you are working. The questions are in no way comprehensive and can not anticipate all the needs and variables of all students and their communication environments. The protocol will, however, help point you toward the characteristics of a system that will work with the student you are assessing.

Part I: Student Skills

A. Expressive Communication

What methods does the student currently use to expressively communicate?

Request objects, items:
_____________________________________________________________________________
Continue an action:
_____________________________________________________________________________
Stop an action:
_____________________________________________________________________________
Request social interaction:
_____________________________________________________________________________
Express a feeling:
_____________________________________________________________________________
Make a choice:
_____________________________________________________________________________
Initiate an interaction:
_____________________________________________________________________________
Terminate an interaction:
_____________________________________________________________________________
Request assistance:
_____________________________________________________________________________
Other communication:
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

B. Cognitive Skills (including receptive communication characteristics)

Does the student have object permanence?
_____________________________________________________________________________
Does the student have an understanding of cause and effect?
_____________________________________________________________________________
Does the student have an understanding of means-end actions?
_____________________________________________________________________________
Review the hierarchy of symbolic communication. According to his or her cognitive abilities, what is your best determination of which level the student understands symbolic representation?
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

C. Motor Skills

In what position is the student able to optimally move and respond?
_____________________________________________________________________________
What reliable, predictable motor movements does the student have?
_____________________________________________________________________________
Does the student have a hand preference?____If "yes," what hand?
_____________________________________________________________________________
Does the student have the ability to reach?
_____________________________________________________________________________
Does the student have the ability to grasp?
_____________________________________________________________________________
Does the student have the ability to grasp and release?
_____________________________________________________________________________
Is the student able to isolate a finger?____If "yes," which finger(s)?
_____________________________________________________________________________
Is the student able to point?
_____________________________________________________________________________
How much hand and wrist strength does the student have?
_____________________________________________________________________________
Can the student manipulate objects?____If "yes," what type?
_____________________________________________________________________________
Can the student sort through objects or pictures?____If "yes," what type?
_____________________________________________________________________________

D. Visual Skills

What is the students' visual acuity? (What size objects can the student see best?)
_____________________________________________________________________________
What is the optimal lighting/contrast for the student to see an object, picture, or drawing?
_____________________________________________________________________________
Can the student fixate on an object, photograph, or drawing?____ Which of these is his or her best medium?
_____________________________________________________________________________
What distance is optimal for the student to fixate on an item?
_____________________________________________________________________________
In what position should the object be for the student to be able to optimally fixate on it?
_____________________________________________________________________________
Can the student scan a visual display of items?____ If "yes," in what medium (objects, photographs, drawings)?
_____________________________________________________________________________
How many items can the student scan before loosing interest?
_____________________________________________________________________________
How much time does the student need to scan an array of that size (in seconds or minutes)?
_____________________________________________________________________________

E. Auditory Skills

At what decibel level does the student best hear?
_____________________________________________________________________________
What frequency levels does the student best hear?
_____________________________________________________________________________
Can the student localize to sound? If "yes," how precisely?
_____________________________________________________________________________

Part II: Settings Where Communication Will Take Place

A. What are the settings where the student will use his/her augmentative communication system?

Setting #1:_____________________________________________________________________
Setting #2:_____________________________________________________________________
Setting #3:_____________________________________________________________________

B. What are the benefits and drawbacks of each of these settings in relation to the student's skills and abilities?

Setting #1:_____________________________________________________________________
Setting #2:_____________________________________________________________________
Setting #3:_____________________________________________________________________

Part III: Probable Content of Communication

A. What types of communication will probably take place using the augmentative system?

Types of communication

greetings

initiations

requesting

request continuation of an action/activity

stop an action

request a social interaction

express a feeling

terminate an interaction

request assistance

on-going discourse

B. Will specific vocabulary be needed? ___

If "yes," identify the preliminary vocabulary that probably will be needed from the students point of view (important events, activities, people, etc.)
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Part IV: Probable Recipients of Communication

A. With what groups of people will the student be communicating?

Group #1:_____________________________________________________________________
Group #2:_____________________________________________________________________
Group #3:_____________________________________________________________________
Group #4:_____________________________________________________________________

B. At what symbolic level do each of these individuals process information?

Group #1:_____________________________________________________________________
Group #2:_____________________________________________________________________
Group #3:_____________________________________________________________________
Group #4:_____________________________________________________________________

C. What types of information are important for each group to understand from the student?

Group #1:_____________________________________________________________________
Group #2:_____________________________________________________________________
Group #3:_____________________________________________________________________
Group #4:_____________________________________________________________________

Part V: Student Preferences

A. Tactile Preferences

Does the student have tactile preferences? If "yes", what are they?
_____________________________________________________________________

B. Visual Preferences

Does the student have visual presentation preferences? If "yes", what are they?
_____________________________________________________________________

C. Positioning Preferences

Does the student have positioning preferences? If "yes," what are they?
_____________________________________________________________________

D. Interaction and communication preferences (include people, places, events, activities, etc.)
_ _

E. Other student preferences that may influence the use of an augmentative system:
_ _

Part VI: Family and Care giver Preferences for Communication Modes/Methods

A. What preferences/concerns do the student's family express regarding an augmentative communication system?
_ _

B. What do the student's family members want the augmentative communication system to do? _ _

C. What preferences/concerns do the student's care givers express regarding an augmentative communication system?
_ _

D. What do the student's care givers want the augmentative communication system to do? _ _

Reprinted with permission of the authors Michael Gamel-McCormick and Stacy Dymond.

Augmentative Communication Assessment Protocol for Symbolic Augmentative Systems