The impact of speech-language pathologists’ (SLPs) work can be transformative of the lives of individuals who have complex communication needs. The overarching goal of speech-language pathologists is to optimize individuals’ ability to actively engage in a variety of activities and interactions across contexts (Beukelman & Light, 2013).
SLPs play a crucial role in enhancing the ability of individuals to participate fully in society.
Thus, it is essential for SLPs to focus on developing functional skills that transcend traditional therapy settings and realize the impact of such skills on the daily lives and meaningful societal participation of those with complex communication needs.
SLPs must provide insurance companies with evidence of skill development and the need for ongoing therapy services for each person they treat through data. Therefore, they oftentimes are focused on the individual’s performance within the clinical setting that they fall short of considering how such skills are applicable and relevant to life beyond the therapeutic setting.
While therapy sessions are foundational in building communication skills, the overall objective is for these skills to be transferable to everyday life.
Functional skills are those that individuals can use in practical, real-life situations to be active and engaged members of society (Light & McNaughton, 2014). Such skills are critical for those with complex communication needs for several reasons (Lund & Light, 2007):
Enhancing Autonomy
Functional communication skills empower individuals to take control of their own lives. Being able to express basic needs, make choices, and convey preferences are essential components of independent living. This independence extends to various aspects of life, including education, employment, interpersonal relationships, and beyond.
Facilitating Social Inclusion
Communication is the main ingredient in social interaction. Developing skills that leverage individuals with complex communication needs to engage in conversations, establish and foster relationships, and participate in social activities fosters a sense of belonging and improves overall quality of life.
Facilitating Academic and Professional Growth
In educational settings, effective communication is crucial for learning and participating in classroom activities. Similarly, in the workplace, the ability to communicate significantly impacts job performance and career advancement. Functional communication skills leverage individuals with complex communication needs to achieve their highest potential academically and professionally.
Supporting Mental and Emotional Well-being
The ability to express thoughts and emotions is linked to mental health. Individuals with complex communication needs who can effectively communicate are less likely to experience frustration, anxiety, and depression. Functional communication skills provide them with the tools and strategies to express their feelings and seek support if needed.
For many people, one third of each day is dedicated to fulfilling job responsibilities. Jobs are how humans define themselves as people - who they are is what they do (McNaughton & Arnold, 2010). Finding meaningful employment is a common challenge. According to a national survey, only 25 individuals who use AAC work more than ten hours per week (Light et al., 1996).
While the employment rate for those with complex communication needs has slightly risen over the years, they continue to have the lowest employment rate out of all disability groups (McNaughton & Bryen, 2007).
Individuals with complex communication needs are often left searching indefinitely for a way to define themselves, actively engage in society, and for something meaningful to fill their days. SLPs can proactively address such issues to enhance the quality of life of those with complex communication needs beyond the therapeutic setting.
The Employability Skills Framework emphasizes that careers are built on developed interpersonal and personal skills (Perkins Collaborative Resource Network, n.d.). This framework outlines the necessary skills for any job.
This framework is a great tool for SLPs to use to guide their goal writing and treatment planning to ensure that the skills they are targeting in the therapeutic setting are practical and will enhance the individual’s life outside of the therapeutic setting.
The role of the SLP does not conclude when an individual with complex communication needs has met all their therapeutic goals and has achieved communication competence.
Ongoing support is necessary for them to navigate the dynamics of being a person who uses AAC in the workforce and in society.
The role of speech-language pathologists in the lives of individuals with complex communication needs extends far beyond the confines of the therapy room. By developing functional communication skills, SLPs empower those with complex communication needs to actively participate in society, enhancing their independence, social inclusion, academic and professional success, and overall well-being. It is through a holistic, person-centered approach that true progress and meaningful growth are achieved, preparing individuals with complex communication needs to lead meaningful and fulfilling lives.
References
Beukelman, D. & Light, J. (2013). Augmentative & Alternative Communication: Supporting Children and Adults with Complex Communication Needs (4th ed.). Paul H. Brookes Publishing Co.
Light, J., & McNaughton, D. (2014). Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication? Augmentative and Alternative Communication, 30(1), 1–18. https://doi.org/10.3109/07434618.2014.885080
McNaughton, D., & Arnold, A. (2010). Supporting Positive Employment Outcomes for Individuals Who Use AAC. Perspectives on Augmentative and Alternative Communication, 19(2), 51–59. https://doi.org/10.1044/aac19.2.51
McNaughton, D., & Bryen, D. N. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and Alternative Communication, 23(3), 217–229. https://doi.org/10.1080/07434610701573856
Lund, S. K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part III--contributing factors. Augmentative and Alternative Communication, 23(4), 323–335. https://doi.org/10.1080/02656730701189123
National Center for Biochemistry Information (2020, August 12). In brief: What is speech therapy?. U.S. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK561506/#:~:text=Speech%20therapy%20can%20help%20people,and%20learning%20to%20speak%20correctly
Perkins Collaborative Resource Network. (n.d.). Employability Skills. https://cte.ed.gov/initiatives/employability-skills-framework
Hannah Foley, B.A. serves as the Support and Implementation Specialist at Forbes AAC, leveraging more than five years of experience in AAC support and implementation. Committed to delivering quality implementation resources and support, Hannah focuses on empowering AAC teams who are implementing CoughDrop. She is dedicated to ensuring successful integration of AAC into various life activities, maximizing communicative skill development, and fostering meaningful engagement for individuals utilizing AAC.