Revisiting Communicative Competence in Augmentative and Alternative Communication

Abstract

Objective: This tutorial paper is to explore the novel nature of communicative competence in augmentative and alternative communication (AAC) practice by comparing it to communicative competence in naturally verbal dyadic communication. Patients and Methods: This paper first reviews the four domains of communicative competence in AAC practice. Second, it examines competence in dyadic communications between naturally verbal people without disabilities, deriving new insights and using these to analyze the evolution of communicative competence in AAC practice. Results: Communicative competence in AAC practice should be reconceptualized from a new perspective as dyadic, learned, co-constructed, and of relative value, ascertained through performance. Conclusion: In the past decades, the study of communicative competence in AAC practice has primarily focused on individual persons who use AAC. However, the conceptualization of communicative competence should shift away from an individualized construct toward a dyadic construct. This leads to a discussion of potential implications and future research directions. This paper might offer AAC researchers and practitioners an opportunity to deepen their understanding of communicative competence and promote more positive outcomes for people who use AAC.

Using the ICF Framework to Assess Communicative Competence in Dyadic Communication among Children and Adolescents Who Use Augmentative and Alternative Communication Devices in Taiwan

“…CC is dyadic, learned, co-constructed, relative, and performance-based [ 8 , 16 ]. First, CC is grounded in an interpersonal dyad (i.e., two CPs) or a group, rather than the individual [ 14 , 16 , 17 , 18 ]. Each CP in the dyad alternately acts as the listener or speaker [ 19 ].…”

“…CC develops through cooperation as a result of social interactions in communication dyads [ 20 ]. Second, CC is learned [ 16 ]. Dyadic CPs (e.g., a person who uses an AAC device and a CP) must learn the appropriate communication repertoire, including when (and when not) to talk and what to talk about with whom, when, where, and in what manner [ 21 ].…”

“…Third, CC is co-constructed by CPs. It thereby actively facilitates communication for people who use AAC devices and often passively participate in dyadic communication [ 16 , 22 , 23 ]. Fourth, CC is relative and dynamic [ 16 ]; it is not absolute or static [ 14 ], but rather varies from high to low levels [ 18 ].…”

“…It thereby actively facilitates communication for people who use AAC devices and often passively participate in dyadic communication [ 16 , 22 , 23 ]. Fourth, CC is relative and dynamic [ 16 ]; it is not absolute or static [ 14 ], but rather varies from high to low levels [ 18 ]. Perceptions of the levels of CC do not need criteria and norms [ 14 , 18 ], and fluctuate according to diverse communication contexts (e.g., discussing food) and dyads (e.g., participants A1 and A2) [ 16 ].…”

“…Fourth, CC is relative and dynamic [ 16 ]; it is not absolute or static [ 14 ], but rather varies from high to low levels [ 18 ]. Perceptions of the levels of CC do not need criteria and norms [ 14 , 18 ], and fluctuate according to diverse communication contexts (e.g., discussing food) and dyads (e.g., participants A1 and A2) [ 16 ]. Fifth, CC is measured based on performance [ 16 ].…”