Presumed Competence vs. Presumed Potential

Implications in AAC Service Provision

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

12/11/2024

Definitions relating to AAC

Douglas Biklen first introduced the term "presume competence" in the 1990s. In his definition, presume competence means that educators should assume students can and will change through engagement with the world; we should assume that students with disabilities can display complex thoughts and actions that may not be immediately obvious. According to Biklen and Burke (2006), this presumption of competence does not require teachers to prove its existence or validity beforehand. Instead, it serves as a stance, outlook, and framework for educational engagement. It's important to note that this definition was established to support the communication method known as "facilitated communication."

The term "presume competence" is widely used in our field, including the AAC (Augmentative and Alternative Communication) sector. For a long time, the AAC field has operated under a "pre-requisite" or candidacy model, and this term has been instrumental in challenging that notion. However, several professionals challenge this idea of “presumed competence.” In 2018, O’Neil and McCarthy introduced the concept of "potential." They emphasize that professionals should not rely solely on assumptions about an individual's abilities. Instead, we should use thoughtful, evidence-based system selection to uncover each client’s skills and potential. Thus, the term “presume potential” came to be.

Presumed Competence vs. Presumed Potential

O’neil and Mcarthy (2018) state that “presume competence” originated from researcher and educator Ann Donnellan. Donellan states, “In the absence of conclusive data, educational decisions should be based on the assumptions which, if incorrect, will have the least dangerous effect on the student.” (Donellan,1984, p.142). This reminds me of the saying, "The benefits outweigh the risks." When we consider providing AAC tools to individuals with complex communication needs, AAC access is better than No access at all. It is true that we must make informed decisions. However, I argue that presuming competence is essential for identifying a person's potential! And we can't have one without the other.

Assumptions Have Impact

As professionals, it is crucial to acknowledge that our perspectives on individual abilities can significantly influence the successful implementation of AAC tools. Teachers' beliefs about their students' potential to learn practical communication skills significantly impact their willingness to use AAC (Soto, 1997). Additionally, perceived negative attitudes from professionals toward individuals with disabilities can limit communication opportunities and increase AAC abandonment (De Bortoli et al., 2014; Johnson et al., 2006; Huer & Lloyd, 1990). Therefore, it is essential to presume competence to assess potential accurately. If we do not, we risk falling back into a candidacy model that requires meeting “expectations” before providing the necessary tools.

Using the term “presume competence” does not imply that we should provide inappropriate AAC tools for a student. For example, giving an 80+ grid display to a student with limited motor abilities who cannot successfully access the grid etc. As O’Neil and McCarthy (2018) state, “We should make no presumptions. Rather, we should provide opportunities and let the data, science, and the client drive our clinical decision-making.” Feature matching in AAC is a critical part of the AAC evaluation process, and we must not skip this process when deciding which AAC tools to implement and trial. The participation model serves as an excellent guide in this process. Ultimately, we could unintentionally cause harm by providing inappropriate AAC tools.

Looking Beyond “Performance Data”

We must take a person- and family-centered approach to device selection and intervention. It is not only about “AAC performance data” but also data that includes looking at individual motivation, cognitive and motor abilities, language development level, culture, and family values/perspectives, among many other factors. There is genuinely no one-size-fits-all approach to AAC. However, one thing to clarify is that it's not a question of whether AAC tools are appropriate for an individual with complex communication needs but rather what TYPE of AAC tools are appropriate. All students with complex communication needs must have access to and the opportunity to learn how to use augmentative and alternative methods of communication.

Positive Attitudes

Whether we use presume competence or presume potential, we must assume that students need and will benefit from AAC tools. As professionals providing AAC tools, we might not get it right on the first attempt, and that’s okay! AAC implementation and deciding on appropriate AAC tools is an ongoing process. Finding the tools that enable successful communication and participation takes time, trial, and error. The key is to have a positive outlook in AAC implementation.

References

O'Neil, K., & McCarthy, R. (2018). The pitfalls of presumptions. The ASHA Leader, 23(12), 10-11. https://doi.org/10.1044/leader.fmp.23122018.10

Biklen, D., & Burke, J. (2006). Presuming Competence. Equity & Excellence in Education, 39(2), 166–175.

Donnellan, A. (1984). The criterion of the least dangerous assumption. Behavioral Disorders, 9(2), 141–150.

De Bortoli, T., Arthur-Kelly, M., Mathisen, B., & Balandin, S. (2014). Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities. Augmentative and Alternative Communication, 30(1), 55–70.

Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication, 22(2), 85–99.

Huer, M. B., & Lloyd, L. (1990). AAC users’ perspectives on augmentative and alternative communication. Augmentative and Alternative Communication, 6(4), 242–249.

Beukelman, D. & Light, J. "Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, 5th Edition" (2020).