# Identifying and describing school-age children who would benefit from AAC: A scoping review of survey tools

## TL;DR

This review highlights the lack of standardized tools to identify children who need AAC and calls for better methods to support their learning and communication.

## Contribution

The paper identifies a critical gap in standardized survey tools for AAC assessment in school-age children with limited speech.

## Key findings

- Only seven studies met the inclusion criteria, revealing a lack of standardized survey instruments.
- Most clinicians create or adapt their own surveys, indicating a need for standardized tools.
- Common variables like learner characteristics and AAC strategies are assessed, but no unified framework exists.

## Abstract

For decades, teaching and learning have relied primarily on oral communication. However, learners with little or no functional speech (LNFS) require augmentative and alternative communication (AAC) strategies to support learning and interaction.

This scoping review aims to map available survey instruments used to identify and describe learners who could benefit from AAC, and to highlight research gaps in this area.

The scoping review methodology, guided by the Johanna Briggs Institute was followed. A comprehensive search was conducted across nine databases: Academic Search Complete, Health Source: Science/Academic Edition Nursing, ERIC, Africa Wide Information, Scopus, PubMed, MEDLINE, CINAHL and PsycInfo. The search terms were combined using BOOLEAN operators. Studies were included if they: (1) involved learners aged 5–21 years with LNFS, (2) addressed any educational context, (3) report on any screening instrument (4) were published after 1985, (5) were written in English and (6) presented primary data in a peer-reviewed journal.

Following PRISMA-ScR guidelines, 890 articles were identified, 251 duplicates were removed. Of the remaining 639, 14 underwent full-text review, and seven met the inclusion criteria. No standardised survey instruments were found. Most clinicians adapted or created surveys to meet specific needs, although common variables were assessed, such as learner characteristics and AAC strategies.

The absence of standardized tools to identify learners with LNFS reveals a significant research gap.

This review underscores the urgent need for standardised instruments to guide clinical ad educational practices.