Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Augmentative and alternative communication includes:
Augmentative and alternative communication (AAC) is used to increase understanding of spoken language and to augment or supplement expression
AAC systems comprise communication aids, symbols, strategies and techniques or methods
AAC systems include both aided and unaided strategies, including access techniques


Communication refers to the manner in which the meaning of a message is transmitted/ received, and includes:
Unaided using, for example:
1. natural gestures
2. facial expression
3. eye contact
4. vocalisation
5. key word signs - Makaton vocabulary
Aided where the person communicates using a communication aid (i.e. something other than their body), such as:
real objects
photographs
line drawings
communication aids, such as 'Chat Books', 'Personal Communication Dictionaries', 'Books About Me'
electronic device with speech output


Communication symbol refers to a system of representing meaning:
When people speak, their meaning is represented by spoken words which act as 'symbols'
Where a person is unable to speak, their meaning has to be represented by a different set of symbols
These communication symbols include:
spoken words - traditional orthography (letters/ words)
photographs
pictographs / line drawings - set of pictorial symbols (e.g. picture communication symbols, boardmarkers, softpics, compics)
written text - key word signs - also termed 'symbolic language' as the sign represents a concept
key word signs - Makaton vocabulary, etc
manual signs


Communication strategies refer to:
Strategies for initiating and maintaining an interaction with a communication partner
A specific way of using communication strategies within everyday situations, including, for example:
community request card for shopping
personal communication dictionary of idiosyncratic signs


Communication access refers to:
A means of access - technique
Addresses the method of transmitting messages, such as:
scanning
eye gaze
auditory scanning
via a keyboard, pointed index finger or switching
Communication strategies / devices may range from high technology (use of computers and voice output communication devices) through to pointing with a fist to a communication board


Understanding AAC systems may include:
Choice, selection and use of a symbol system and appropriate communication strategy/device
Being an effective communication partner by being familiar with a range of AAC strategies/devices
Being familiar with range of strategies required to implement a system effectively


Assessment tools include:
Observation checklists such as Checklist of Communication Competence
Assessment tools specific to the organisation
Assessment tools specified by the specialist


Professionals and other service providers may include:
Speech pathologist
Psychologist
Carer/family
Education staff
Support staff
Occupational therapist


Different strategies and devices may include, but are not limited to:
Chat books
Choice making using object symbols
Choice making using photos or line drawings
Choice making using real life experiences
Community request cards
Finger spelling
Head wand or head stick
Icon
Large print
Leisure pack
Key word signing - Makaton vocabulary
Mime
Personal communication dictionary
Activity Sequence Boards
Picture exchange communication system (PECS)
Voice output communication aids (VOCA)


Monitoring and review include:
Observations made by self or others
Reviewing documentation detailing use of communication strategy/strategies as described in communication support plan
Informal and formal discussions with client and relevant others regarding effectiveness of communication strategy
Client planning meetings


Appropriate information may include:
Essential communication requirements in a specific setting, including:
work
school
home
day service
shops
Communication barriers in a specific setting, including:
access to communication partners familiar with AAC strategies
lack of trained staff
lack of awareness by staff
noise and environmental distractions
lack of privacy and space
comfort and positioning requirements


Environmental factors that optimise communication opportunities may include:
Comfort
Ready access to communication aids
An environment that fosters communication


Environmental factors thatoptimise the use of the communication strategy may include:
Appropriately trained staff
Appropriately trained carers
Consistency across different settings
Time for communication


Appropriate person may include:
Speech pathologist
Psychologist
Carer/family
Education staff
Support staff
Occupational therapist
Supervisor
Disability worker


Other users may include:
Work
School
Home
Day service
Shops
Community services
Recreational facilities


Barriers may include but are not limited to:
Opportunity barriers (those outside the person) such as policy, practice, attitude, knowledge and skill
Access barriers (relating to the person) such as linguistic, cognitive , motor and sensory skills
Note frameworks such as:
the 'Participation Model' by Beukelman and Mirenda is used within the AAC community to ascertain barriers in access and opportunity [Ref 'Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs'David R. Beukelman and Pat Mirenda2005]
Checklist of Communication Competencies (Bloomburg and West 1999)

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
The individual being assessed must demonstrate the use of five different strategies/aids used for AAC in a range of different environments
Assessment of this unit must occur in a real or simulated workplaceSuch an environment must provide a typical range of augmentative and alternative communication requirements
The specific assessment context will be defined by the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
The competencies described need to be assessed over time and events, under normal workplace conditions
Assessment should not require a higher level of communication competency than that required by work responsibilities


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons