{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,31]],"date-time":"2026-07-31T20:05:52Z","timestamp":1785528352112,"version":"3.56.0"},"reference-count":71,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2018,11,14]],"date-time":"2018-11-14T00:00:00Z","timestamp":1542153600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2019,3]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Communication assessment of people with profound intellectual and multiple disabilities (PIMD) has seldom been investigated. Here, we explore approaches and decision making in undertaking communication assessments in this group of people. A questionnaire was sent to UK practitioners. The questionnaire elicited information about assessment approaches used and rationales for assessment choices. Fifty\u2010five speech and language therapists (SLTs) responded. Findings revealed that the Preverbal Communication Schedule, the Affective Communication Assessment and the Checklist of Communication Competence were the most frequently used published assessments. Both published and unpublished assessments were often used. Rationales for assessment choice related to assessment utility, sensitivity to detail and change and their applicability to people with PIMD. Underpinning evidence for assessments was seldom mentioned demonstrating the need for more empirical support for assessments used. Variability in practice and the eclectic use of a range of assessments was evident, underpinned by practice\u2010focused evidence based on tacit knowledge.<\/jats:p>","DOI":"10.1111\/jar.12530","type":"journal-article","created":{"date-parts":[[2018,11,14]],"date-time":"2018-11-14T23:01:28Z","timestamp":1542236488000},"page":"336-358","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":48,"title":["Approaches to communication assessment with children and adults with profound intellectual and multiple disabilities"],"prefix":"10.1111","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4963-0973","authenticated-orcid":false,"given":"Darren","family":"Chadwick","sequence":"first","affiliation":[{"name":"The University of Wolverhampton Wolverhampton UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1496-6557","authenticated-orcid":false,"given":"Susan","family":"Buell","sequence":"additional","affiliation":[{"name":"The University of East Anglia Norwich UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1290-7833","authenticated-orcid":false,"given":"Juliet","family":"Goldbart","sequence":"additional","affiliation":[{"name":"Manchester Metropolitan University Manchester UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,11,14]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1046\/j.1365-2788.2003.00447.x"},{"key":"e_1_2_8_3_1","unstructured":"Baker V. Oldnall L. Birkett E. McCluskey G. &Morris J.(2010).Adults with learning disabilities (ALD) Royal College of Speech and Language Therapists Position Paper. RCSLT: London."},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/1744629510386290"},{"key":"e_1_2_8_5_1","volume-title":"Test for reception of grammar\u20102","author":"Bishop D. V. M.","year":"2003"},{"key":"e_1_2_8_6_1","volume-title":"Triple C: Checklist of communication competencies","author":"Bloomberg K.","year":"2009"},{"key":"e_1_2_8_7_1","volume-title":"Boehm test of basic concepts: Preschool version","author":"Boehm A. 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