Children with complex communication needs rely on Augmentative and Alternative Communication (AAC) systems to express themselves, engage with others and participate meaningfully in daily life. While AAC technology and strategies have advanced significantly, their successful implementation is deeply influenced by the communication partners who support AAC users in naturalistic environments. Among the wide range of Communication partners parents are indispensable as they provide consistent support in shaping communication behaviours and serve as advocates. The extent to which the communication partners are familiar with the device used by AAC users was considered as an important determinant factor for device abandonment and acceptance (Johnson et al., 2006; Moorcroft et al., 2020). However, existing research highlights that parents often experience challenges related to AAC system use, including limited training, uncertainty about their role, and barriers tied to cultural or linguistic diversity (Bailey et al., 2006; McNaughton et al., 2008; Soto et al., 2001). The role of communication partner has been less explored in spite of the significant role in the habilitation.
The study incorporates and applies a Communication Partner Profiling (CPP) framework based on Communication Partner Profile Version 1 (CPP V1) designed to help caregivers reflect on and assess their AAC interaction strategies (Tönsing & Dada, 2016). The CPP tool offers a structured, self-reflective questionnaire that assesses parents across seven domains: (1) knowledge of AAC systems and strategies, (2) attitudes and beliefs about AAC, (3) confidence and practical skill in supporting AAC use, (4) previous training and experience, (5) role-specific needs, and (6) cultural and language context. The study aimed to profile the communication partner (CP) skills of individuals who interact with children using Augmentative and Alternative Communication (AAC) systems. The study employed a mixed-methods design with quantitative data gathered from survey responses and qualitative insights derived from open-ended questions.The participants included 15 communication partners, primarily parents and one grandparent of children with various neurodevelopmental conditions including Autism Spectrum Disorder (ASD), Global Developmental Delay (GDD), Language Disorders secondary to Cerebral Palsy, and seizure disorders. The age of AAC users ranged from 4 to 12 years, with varying durations of AAC use and a mix of low-tech and high-tech AAC systems (e.g., PECS, AVAZ, iTalk2, laptops with AAC software, and tablets).
Findings revealed notable variability in AAC-related skills among parents. While most CP demonstrated strong attitudinal support for AAC use but reported less frequency in using tasks such as modeling language, navigating device settings and supporting AAC in community settings. This suggests that basic communicative interactions were generally maintained while advanced strategies such as modeling and scaffolding were less consistently applied. This fact highlights an area for training and support. Autonomy-related items such as respecting physical boundaries and including the AAC user in decision-making received inconsistent responses. Natural conversations beyond question-answer formats were also infrequently reported which indicates that structured or prompted communication remains dominant with limited use of AAC in spontaneous settings. AAC devices were physically available in interactions but functional and integrated use across real-life situations is still lacking. The limited team-based support has been reported by 80 % of the communication partner such as minimal vocabulary modeling, infrequent progress sharing, and lack of clear explanations. AAC implementation is largely confined to therapeutic environments, with little coordinated involvement from educational or home settings.Parents found the profiling process valuable as it helped them recognize areas for improvement and act as a self reflection. This study highlights the importance of family-centred, personalised approaches to AAC training. By systematically understanding the unique profiles of parent communication partners, professionals can better design and deliver relevant, respectful, and sustainable interventions.
Reference
Tönsing, K. M., & Dada, S. (2016). A communication partner profile for children using AAC: A
preliminary study. Augmentative and Alternative Communication, 32(4), 265–275.
Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech-
language pathologists regarding success versus abandonment of AAC. Augmentative and
Alternative Communication, 22(2), 85–99. https://doi.org/10.1080/07434610500483588
