Barbara E. Commers, M.S. CCC-SLP Mary Baumann-Spooner, M.S. CCC-SLP

 Literature addressing training of communication partners is increasing.  Communication partners are family members, caregivers, relatives, fellow professionals, community workers and peers who regularly interact with students who use AAC.  Research indicates that the communication skills of partners significantly influence the success of communicative interactions with individuals who use AAC.  However, many individuals who interact with students using AAC do not naturally and readily provide supportive opportunities for communication.

 People do not necessarily know how to alter their own communicative behaviors to support the communication of someone using ACC.  Individuals who use AAC have been documented to often be passive communicators, particularly when they are at the beginning stages of developing communicative competence.  SLPs have long recognized the importance of working with communication partners in treatment success of people who use AAC. It is essential that partner interventions be considered when working with people with CCN.

 SLPs and other AAC professionals work with children and adults whose complex communication needs (CCN)often seem overwhelming, especially given the intense training required of many populations.  Two or three isolated therapy sessions per week for 20 minutes, though well designed and delivered, are seldom enough to help users achieve true communicative competence.

 SLPs are trained to be independent providers and are uncomfortable with collaboration with communication partners.  Some SLPs may feel insecure providing treatment outside of a therapy room. Isolated treatment is often perceived as more valuable.  Most SLPs feel pressed for time. The thought of training communication partners may seem to be one more task in an already packed schedule.

 Communication partners often have unique expertise related to the student and are able to facilitate students’ functional communication within natural environments.  Intensive treatment paradigms are often recommended (25 hrs/week) for individuals with CCN – not possible for SLP alone to provide.  SLP cannot address cognitive, motor and communication needs when acting alone.  Communication partners often share values, belief, culture and language with the AAC user.

 Blackstone and Berg (2003) provide a concept of training communication partners (stakeholders) in their description of Social Networks. › Depict social opportunities with concentric circles surrounding users. › Some circles are close to the user, suggesting frequent partner interaction and high levels of partner investment. › Others are more distant, reflecting more casual relationships and less frequent interactions. › Are SLPs the optimal intervention agents if others have more contact and higher degrees of investment with users?

 ImPAACT Program – Binger and Kent-Welsh 8-step program hours for initial partner instruction; results in measurable, consistent changes in both partners and in children who use AAC. See Binger and Kent-Walsh article in the April 2013 issue of Perspectives. Coming soon  Communication Partner Instruction Model (CPI) Kent- Walsh & McNaughton, 2005 designed to assist stakeholders with learning, generalizing, and applying strategies supporting individuals with CCN.  Self anchored Rating Scale (SARS) Lynn Fox

 communicationpartners/ communicationpartners/ › Presentation and Handouts › Assessing Communication Partner Skills › Print and Share Brochures › Program Example › Strategies for Creating Communication Needs › Training Activities for Communication Partners

 Communication Partner Techniques Training Plan:  ntation-toolkit/search- resources/default.aspx?keywords=comm unication+partner+techniques+training+ plan ntation-toolkit/search- resources/default.aspx?keywords=comm unication+partner+techniques+training+ plan