University of North Carolina, Chapel Hill, NC 27599-3500, USA.
Augment Altern Commun. 2012 Mar;28(1):3-10. doi: 10.3109/07434618.2011.653829.
The child's interactions with persons in the proximal environment constitute the context for development of communication. Within early close relationships, the child acquires communication skills; developmental outcomes are defined by the continuous dynamic interactions of the child, the experiences provided by the family and close environment, and the use of different means of augmentative and alternative communication (AAC). Communication problems manifest in a variety of ways and at different levels of severity. The nature of problems differs as a function of the child's age and diagnosed condition, the communication skills of interaction partners, and the availability of communication aids. The focus for assessment and intervention may be the child, the family, the close environment and/or the interactions between them. Clarifying these varied functions and environmental factors is crucial for appropriate assessment and provision of augmentative and alternative communication (AAC) interventions. This paper reviews issues in assessment and intervention for children in need of AAC and presents the World Health Organizations' (WHO) International Classification of Functioning, Disability and Health version for Children and Youth (ICF-CY) as a tool to enhance assessment and intervention in the AAC field.
儿童与近端环境中的人相互作用构成了沟通发展的背景。在早期的亲密关系中，儿童获得沟通技能；发展结果由儿童、家庭和亲密环境提供的经验、以及使用不同的辅助和替代性沟通（AAC）手段的持续动态相互作用来定义。沟通问题以各种方式和不同的严重程度表现出来。问题的性质因儿童的年龄和诊断状况、互动伙伴的沟通技能以及沟通辅助工具的可用性而异。评估和干预的重点可能是儿童、家庭、亲密环境和/或它们之间的相互作用。澄清这些不同的功能和环境因素对于适当的评估和提供辅助和替代性沟通（AAC）干预至关重要。本文回顾了需要 AAC 的儿童的评估和干预问题，并提出世界卫生组织（WHO）的《国际功能、残疾和健康分类儿童和青少年版》（ICF-CY）作为增强 AAC 领域评估和干预的工具。
