Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2022-11-18 DOI:10.1007/s41252-022-00303-4

Billy T. Ogletree, Mary Claire Wofford, Andrea Barton-Hulsey

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引用次数: 2

Abstract

Objectives

Assessment strategies for communication in learners with severe ID who are at the emergent stage of language development have evolved since first applied from speech act theory over 50 years ago. These efforts have resulted in measures that have increasingly been able to document the wide range of communicative abilities of learners with severe ID to inform intervention planning. In this paper, we indicate how assessment strategies for communication in learners with severe ID who are at the emergent stage of language development have evolved.

Methods

We review literature from speech act theory over 50 years ago and consider measures that have increasingly been able to document the wide range of communicative abilities of learners with severe ID to inform intervention planning.

Results

Emergent communication has been described as serving a number of functions and may include a number of forms, such as nonintentional behaviors interpreted by others (perlocutionary communication), purposeful nonsymbolic signals (illocutionary), or representational symbol forms (locutionary). This knowledge has motivated and informed a variety of clinical practices for learners who use emergent communication and furthered developments in systematic assessment procedures to observe and document this range of communication ability. As a result, the abilities of learners with severe ID have been realized and supported through intervention planning.

Conclusions

To continue to optimize opportunities for communication development, it is proposed that comprehensive assessment practices moving forward should be grounded in an identity-focused and interprofessional framework. A number of practical strategies that target family interviews, observation and sampling across contexts, formal test administration, and new technologies for assessment could be used for learners regardless of their ability to communicate with intention. These strategies, when grounded in an identity-focused framework with the support of an interprofessional team may best ensure socially valid data is collected for intervention planning.

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紧急沟通与严重智障学习者之实用方法与社会有效评估考量

摘要目的自50多年前首次应用言语行为理论以来，处于语言发展紧急阶段的严重ID学习者的沟通评估策略已经发生了演变。这些努力导致了越来越多的措施能够记录严重ID学习者的广泛沟通能力，从而为干预计划提供信息。在本文中，我们指出了处于语言发展紧急阶段的严重ID学习者的沟通评估策略是如何演变的。方法我们回顾了50多年前的言语行为理论文献，并考虑了越来越多的措施来记录严重ID学习者的广泛交际能力，从而为干预计划提供信息。结果紧急交际被描述为具有多种功能，可能包括多种形式，如他人解释的非注意行为（话语后交际）、有目的的非符号信号（话语外）或表征符号形式（话语）。这些知识激励并为使用紧急沟通的学习者提供了各种临床实践，并进一步发展了系统评估程序，以观察和记录这种沟通能力。因此，通过干预计划，严重ID学习者的能力得到了实现和支持。结论为了继续优化沟通发展的机会，建议未来的综合评估实践应建立在以身份为重点和跨专业的框架之上。学习者可以使用一些实用的策略，包括家庭访谈、跨情境观察和抽样、正式的考试管理和新的评估技术，无论他们是否有能力与意图沟通。当这些策略在跨专业团队的支持下建立在以身份为中心的框架中时，可以最好地确保为干预计划收集社会有效的数据。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.