Speech-language pathologists and board-certified behavior analysts both provide important support services to children who are candidates for augmentative and alternative communication. Current assessment practices neglect critical socioecological factors that are necessary to inform communication-based interventions. By leveraging the unique knowledge, research, and expertise of both disciplines, an interprofessional approach to assessment may help realize individualized or precision interventions and personalized supports that address the unique communication needs of each person. The purpose of this article is to introduce a process-based approach to assessment called the “Applied Model of Interprofessional Collaboration—Assessment (AMIC–A).” The AMIC–A will be defined and detailed including the rationale for development, a description of the approach, and recommendations for implementation. A case study example is provided to illustrate implementation of the AMIC–A.

As a part of their job role, several authors engage in frequent lectures, presentations, and consultations relating to AAC and collaboration.

1For the purposes of this article, “early communicator” is intended to refer to the spectrum of individuals who are learning to communicate for the first time and considered candidates for AAC. Authors acknowledge other labels that are used in the extant literature including, but not limited to, individuals with complex communication needs, emergent communicators, and pre-symbolic communicators.

Article published online:
01 July 2024

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