The Classroom Profile for Integrated Communication Supports: A Framework to Support Augmentative and Alternative Communication Coaching Services in the School Setting

Abstract

Purpose: The purpose of this clinical focus article is to describe how a shift away from a reactive, practitioner-based model of Assistive Technology (AT) supports to a proactive, team-based coaching model improved outcomes for students with complex communication needs (CCNs). A framework known as the Classroom Profile of Integrated Communication Supports (C-PICS) can be used to guide speech-language pathologists and AT practitioners using a proactive approach to support the implementation of universal classroom strategies for communication. Method: The C-PICS framework was used in two classroom environments to structure AT coaching and support. A combination of observation and interview with staff was used to complete the C-PICS. The information gathered was used to guide AT coaching activities. Results: Preliminary data indicate that the C-PICS support a coaching implementation model for supporting students with CCN. When compared with the initial administration of the tool, two classrooms demonstrated increased availability and use of communication supports, increased student performance, and increased staff engagement across educational environments. In addition, the C-PICS provided a consistent means of data collection to measure these areas of improvement. Conclusions: Additional uses of the C-PICS are discussed. The authors provide directions for future implementation of the C-PICS as a tool to support inclusive service delivery.