AAC Assessment Practices for Individuals with Physical Disabilities: A Systematic Review of Communication Needs

AAC Assessment Practices for Individuals with Physical Disabilities: A Systematic Review of

Communication Needs

The systematic review aims to understand how AAC assessments are conducted and tailored for individuals with disabilities across diverse cultural and geographic contexts. Specifically, by reviewing current practices and identifying gaps,

This study addressed the following research questions: (a) What are the critical components and common barriers of AAC assessment for individuals with physical disabilities? and (b) What roles do team members play in the AAC assessment process for this population?

Several included studies specifically involved children in early childhood or preschool age, highlighting the importance of addressing communication needs from a young age: 1. Bootsma et al. (2023) – Clinicians reported using the C-BiLLT assessment tool across age groups, including children under 5 and 6–12 years. This indicates that a substantial portion of participants were below 10 years, confirming the relevance of accessible language comprehension assessments for younger children. 2. Hustad & Miles (2010) – Participants were preschool children with cerebral palsy, with a mean age of 54.3 months (≈ 4.5 years) and an age range of approximately 48–60 months. This demonstrates early school-based AAC services being provided to children around 4–5 years old. 3. Lund et al. (2017) – Case examples included a 4-year-old child with cerebral palsy and a 5-year-old child with autism spectrum disorder, highlighting AAC assessment practices targeting early childhood. 4. Nguyen et al. (2023) – Focused on children with severe and multiple disabilities using switch-based tasks. Exact ages were not reported, so it is unclear whether participants under 10 years were included. Geographic Scope: • International: The review synthesizes studies conducted across multiple countries, including Europe, North America, and Australasia, providing insights into global AAC assessment practices. Outcomes: • Identification of widely used AAC assessment tools and approaches (e.g., C-BiLLT, Switch Access Measures). • Evidence of early childhood inclusion in AAC assessments, highlighting the importance of developmentally appropriate practices. • Clarification of interdisciplinary team roles and decision-making processes in AAC assessment. • Recommendations for enhancing accessibility, clinical utility, and evidence-based decision-making in AAC assessment. Lessons Learned: • Early assessment of communication needs is critical to supporting language development and participation for children with physical disabilities. • Collaboration among educators, therapists, and families is essential to ensure accurate assessment and effective intervention. • There is a need for culturally and contextually adapted AAC assessment tools to support diverse populations. • Systematic reviews can provide actionable insights that guide practice, policy, and future research in early childhood communication and foundational learning.