AAC Emotional Competence Pt.1

Beyond Labeling Feelings

By: Maria De Leon M.S., CCC-SLP

Emotional competence is one of six AAC competencies described by AAC literature as part of communicative competence. Communicative competence is a term used in linguistics to refer to language users’ knowledge of words, grammar, and social knowledge about how and when to use langauge appropriately (Hymes, 1966; Canale and Swain, 1980). Emotional competence refers to having the functional skills to recognize, interpret, and respond constructively to emotions in oneself and others (Griffiths & Scarantino, 2009; Saarni, 1999). This Competence is influenced by social, cultural, internal, and external factors. Emotional Competence grows over time and relates to a person’s level of empathy, coping mechanisms, and how they can self-regulate (Blackstone & Wilkins, 2009).

In 2009, Blackstone and Wilkins described that AAC users are at risk for delayed emotional competence development due to factors intrinsic to the child and challenges imposed by AAC systems, the context, and task demands. This included limited access to symbols, words, or phrases that are culturally relevant and that depict a wide range of emotions. Blackstone and Wilkins (2009) pointed out that devices lack features such as inflection, loudness, and pitch that underlie emotional expression. Some AAC systems have changed to reflect some inflections; however, pre-set systems still lack a full range of emotions. Therefore, it is still imperative that educators provide a variety of communication tools related to emotions.

It's important to note that emotional competence encompasses more than just regulating and managing emotions during challenging moments. According to Saarni (1999), it involves eight specific skills: (1) being aware of one's emotional state, (2) discerning others' emotions, (3) using emotional language, (4) showing empathy and sympathy, (5) distinguishing between inner and outer emotional states, (6) coping adaptively with emotions, (7) communicating emotions within relationships, and (8) having emotional self-efficacy. And teaching/addressing emotional competency for individuals with complex communication needs (CCN) and varying diagnoses is challenging. The reality is that even for “typically” developing children, emotional competence is a multilayered process.

Several studies have shown a link between language delay or disability and difficulties in emotional skills among children (Na et al., 2016; Aro et al., 2014). These studies have shown that advanced language skills in children have been associated with reduced expressions of anger and increased use of regulatory strategies (Roben et al., 2013; Na et al., 2016). Furthermore, more talkative children with unique vocabulary tend to display better self-regulation abilities (Vallotton & Ayoub, 2011). Suggesting that a good understanding and acquisition of diverse vocabulary is crucial for self-regulation for all children, including those with CCN and who rely on AAC.

AAC literature also highlights that the concept of “private speech” needs to be targeted to develop emotional competence. Private speech refers to discourse addressed to oneself or no one in particular. It differs from social speech because it is not directed towards a communication partner (Na et al., 2016). Private speech may play a crucial role in developing emotional competence. It can help children learn to recognize and label their emotions (Skills 1–5) and serve as a tool for planning, guiding, and monitoring problem-solving activities (Skills 6–8), skills proposed by Saarni (1999). For some AAC learners, we must point out “private speech.”

What Emotional Competence is NOT

It's important to understand that addressing emotional competence for an AAC learner is not meant to be used as a behavior management strategy. Instead, it aims to provide the student with the necessary vocabulary and instruction for changing environments, especially for students with Complex Communication Needs (CCN). Also, emotional competence development is based on many factors such as language skills, comprehension level, cultural background, family dynamics, education, temperament, personal history, community, religion, etc. (Na et al., 2016). Therefore, the selection of emotional vocabulary instruction and symbols must reflect the values and cultural preferences of AAC users' families. It is imperative that we partner and collaborate with the family.

Tips on Addressing Emotional Competence

Vocabulary in AAC systems should not be restricted to only labeling. It should also provide interpersonal functions (e.g., “I am there if you need me”), descriptive functions (e.g., “I feel terrible”), and self-regulation functions (“I need a minute, I’m thinking”). Phrases like these can be added to the “feeling” category page, where culturally appropriate emotions, pictures, and symbols are available to represent emotions or to address specific emotions based on cultural background. Access to these tools is necessary, but most importantly, WE must take the time to teach students how the tools can be used. And one way to do that is through constantly modeling language via the AAC system/emotional tools.

Considering Cultural Background

Na, Wilkson, and Liang (2018) found that American children are more elaborative and active in emotion-related discussions. In contrast, Chinese children have a more passive conversation style, and Korean mothers do not express most of their emotions in the presence of their children compared to American mothers. Therefore, as clinicians working with linguistically and culturally diverse families, we must be aware of our own “culture” and how labeling and dealing with emotions might differ among culturally linguistically diverse families. One tool to help figure this out is the Early Development of Emotional Competence (EDEC) Assessment Tool, completed with the individual's family.

Na et al. (2016) described three steps for supporting communication about emotions in AAC:

• Provide and model labels for various emotions.

• Validate and discuss emotions.

• Communicate about appropriate responses to emotions.

Remember that AAC learners are already communicating various emotions using their bodies. Use and pair gestures, signs, speech, and AAC to help build an understanding of emotions. If the emotion is too overwhelming, wait until the heightened emotion subsides to talk about it. Use stories, but make sure they are not focused on behavioral management (e.g., staying still, not being loud). The goal is for the student to understand vocabulary to identify the emotion and recognize internal emotion, which allows for the discussion of regulation strategies.