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competencies . Melbourne: Communication Resource Centre, Scope. Brown, F., & Gothelf, C. (1996). Self-determination for all individuals. In D. H. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 335–353). Baltimore, MD: Paul. H. Brookes. Carnaby, S. (2007). Developing good practice in the clinical assessment of people with profound intellectual disabilities and multiple impairment. Journal of Policy and Practice in Intellectual Disabilities , 4 (2), 88–96. doi: 10.1111/j.1741-1130.2007.00105.x Carter, M., & Iacono, T. (2002). Professional judgments of the intentionality of communicative acts. Augmentative & Alternative Communication , 18 , 177–191. Clegg, J. (2010). A moment of change. In C. Bigby & C. Fyffe (Eds.), Fourth annual roundtable on intellectual disability policy (pp. 12–18). Melbourne: La Trobe University Dewart, H., & Summers, S. (1996). The pragmatics profile of everyday communication skills in adults . Windsor, Berkshire: NFER-Nelson Grove, N., Bunning, K., Porter, J., & Olsson, C. (1999). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disabilities , 12 , 190–203. Iacono, T., & Caithness, T. (2009). Assessment issues. In P. Mirenda & T. Iacono (Eds.), Autism and augmentative and alternative communication (pp. 23–48). Baltimore, MD: Paul H. Brookes. Iacono, T., West, D., Bloomberg, K., & Johnson, H. (2009). Reliability and validity of the revised Triple C: Checklist of Communicative Competencies for adults with severe and multiple disabilities. Journal of Intellectual Disability Research , 53 (1), 44–53. Johnson, H., Douglas, J., Bigby, C., & Iacono, T. (2009). Maximizing community inclusion through mainstream communication services for adults with severe disabilities. International Journal of Speech-Language Pathology , 11 , 180–190. doi: 10.1080/17549500902825265 Lecompt, J., & Mercier, C. (2007). The Montreal Declaration on Intellectual Disabilities of 2004: An important first step. Journal of Policy and Practice in Intellectual Disabilities , 4 , 66–69. doi: 10.1111/j.1741- 1130.2006.00098.x Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication , 5 , 137–144. Marfo, K. (1992). Correlates of maternal directiveness with children who are developmentally delayed. American Journal of Orthopsychiatry , 62 , 219–233. McLean, J., & Snyder-McLean, L. (1978). A transactional approach to early language training Columbus. OH: Charles E. Merrill. McConkey, R., Purcell, M., & Morris, I. (1999). Staff perceptions of communication with a partner who is intellectually disabled. Journal of Applied Research in Intellectual Disabilities , 12 , 204–210 Mostert, M. P. (2010). Facilitated communication and its legitimacy: Twenty-first century developments. Exceptionality , 18 , 31–41. doi: 10.1080/09362830903462524 National Joint Committee for the Communicative Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. ASHA , 34 (March, Supp. 7), 1–8.

relevant to the needs and situation of the person so that they can be integrated into meaningful interactions and activities, and (b) providing practical communication support through initial modelling, ongoing advice, and a willingness to evaluate the intervention and re-instigate dynamic assessment strategies as needed. Conclusion A human rights framework, such as that outlined in this paper and enshrined in the UNCRPD, promotes the recognition of the diverse communication skills and preferences of people with severe–profound disabilities. A human rights framework for assessment and intervention is inclusive of individuals whose communication may be ambiguous or unintentional, and who may need extensive support to communicate. Providing communication support requires a commitment from all communication partners to be willing to suspend his/her own interests and consider those of the person with disability as distinct from the views of his or her communication partners. Suspension of one’s own beliefs demands (a) relinquishing assumptions or beliefs about what a person with severe–profound disabilities can achieve, and (b) embracing a process of collaborative observation, interpretation, and development of intervention goals and strategies informed by principles of evidence based practice, the Association’s code of ethics (Speech Pathology Australia, 2010), and ethical decision-making frameworks. Australian speech pathologists working with people with severe–profound disabilities are bound by obligations under the UNCRPD; hence our practice needs to acknowledge the inherent value of all communication, whether intentional or not intentional. In addition, our practice should be highly collaborative and transactional, as exemplified by incorporating models of person-centred practice and supported decision-making. In this way, we may work effectively towards people with severe–profound disabilities gaining access to their communication rights to participate in decisions that affect their lives. References American Speech-Language-Hearing Association (2005). Roles and responsibilities of speech-language-pathologists in service delivery for persons with mental retardation/ developmental disabilities [Position Statement]. Retrieved from http://www.ash.org/members/deskref-journals/ deskref/default Beamer, S., & Brookes, M. (2001). Making decisions: Best practice and new ideas for supporting people with high support needs to make decisions . London: Values into Action. Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd ed.). Baltimore, MD: Paul H. Brookes. Bloomberg, K., West, D., & Iacono, T. (2003). PICTURE IT: An evaluation of a training program for carers of adults with severe and multiple disabilities. Journal of Intellectual and Developmental Disability , 28 , 260–282. Bloomberg, K., West, D., & Johnson, H. (2004). InterAACtion: Strategies for intentional and unintentional communicators . Melbourne: Communication Resource Centre, Scope Bloomberg, K., West, D., Johnson, H., & Iacono, T. (2009). The Triple C: Checklist of communication

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