![Sample our Health and Social Care journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5938/TOC-Subject-Sample-2021-Health-Social-Care.jpg"})
Abstract
We describe the ICF-CY for AAC Profile, a tool to integrate information about the multiple factors affecting communication skill development and use in school-aged children with complex communication needs. The Profile uses the World Health Organization’s International Classification of Functioning, Disability and Health − Children & Youth Version (Citation) as its framework. We propose that the ICF-CY for AAC Profile constitutes a code set for AAC users and discuss the iterative process of code-set development. The Profile is one component of a proposed process to guide the development of educational goals for children in Grades kindergarten-12 who currently or potentially rely on AAC.
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.
Appendix
Excerpt from the Expressive Communication Section of the Clinical Report with Related Codes and Scores from ICF-CY for AAC Profile (Beta Version)
Expressive Communication: Jenny presently uses severely dysarthric speech and her mother interprets for her as needed. In free conversation, Jenny produces the full range of social interaction skills, indicating that she understands the rules of language and can participate in language exchanges. She produces vocabulary items based on the conversation at hand. She demonstrates some problems with syntax and morphology that are often affected by her moderate to severe dysarthria. Generally, she produces 3–4 word sentences and questions, since longer utterances are not understood well. Her speech is understood only 10–20% with familiar communication partners, inadequate for medical and functional interaction and daily needs. Jenny uses eye gaze to direct the attention of her teachers to object or activities that concern her.