Dynamic Assessment of Learning Factors: A Collaborative AAC Framework to Support Communication, Participation, and Learning

Abstract

Assessment is fundamental to effective Augmentative and Alternative Communication (AAC) intervention, yet traditional assessment approaches often emphasize what an individual cannot do while providing limited information about the conditions that support successful communication, learning, and participation. For individuals with complex communication needs, static assessments may overlook the dynamic interaction among the learner, communication partners, the environment, and instructional supports. This interactive session introduces a recently developed Dynamic Assessment of Learning Factors Observation Framework, created by the presenters to support collaborative AAC assessment and intervention planning. The framework was developed to address the need for a practical tool that links collaborative observation directly to intervention planning while supporting meaningful participation across everyday environments.

Grounded in principles of dynamic assessment, AAC, neurological regulation, engagement, and collaborative team practice, the framework views assessment as an ongoing process embedded within authentic learning experiences rather than a single evaluation. Through systematic observation across meaningful activities, teams identify learner strengths, barriers, and the supports that increase participation, communication, and learning.

The framework organizes observations across five interconnected domains: sensory processing, motor abilities, communication, engagement, and neurological regulation. Rather than considering these domains separately, teams observe how they interact during everyday routines. Observations document factors that facilitate or inhibit success together with strategies to explore over time. The result is a living document that evolves as new information is gathered, allowing assessment and intervention to continuously inform one another.

A defining feature of the framework is its collaborative design. Educators, speech-language pathologists, occupational therapists, physical therapists, educational assistants, family members, and other professionals contribute observations from authentic interactions with the learner. Combining these perspectives creates a shared understanding of learner strengths and support needs while reducing fragmented, discipline-specific assessment. Case examples will demonstrate how collaborative observation informs coordinated intervention planning that promotes communication, participation, and access to learning.

Because communication is inherently social and contextual, AAC is integrated throughout the framework rather than treated as a separate assessment area. Participants will explore how aided language input, visual supports, positioning, environmental modifications, strategic feedback, wait time, and responsive communication partner strategies influence learner success. Discussion will also consider how neurological regulation and learner availability affect participation and how recognizing these factors can prevent the misinterpretation of behaviour.

Guided discussion will encourage participants to consider how the framework can be adapted to diverse educational and clinical settings and to learners with a wide range of communication profiles.

This session offers participants a practical, strengths-based framework for integrating dynamic assessment into collaborative AAC practice, enabling teams to better understand the complex interactions that influence communication, participation, and learning while informing more responsive, individualized intervention.

Selected References

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The Mehrit Centre (2025, Feb 27). Self-Reg.  https://self-reg.ca/