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Part of
Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 413–439

Assessment of communicative competence in children with severe developmental disorders

| | | | Behavioural Science Institute, Radboud University Nijmegen, the Netherlands | Milo Foundation, Schijndel, the Netherlands | Royal Kentalis, Sint-Michielsgestel, the Netherlands
| | | | Expertisecentrum Nederlands, Nijmegen, The Netherlands
| |

This chapter discusses the Communicative Competence Profile (CCP); a socio-neurocognitive assessment method which provides a reasoning and explanatory model to guide clinical decision making for goal setting in intervention on communicative competence for children with severe developmental disorders (SDD). The central underlying notion of the CCP is that information on the development and organization of communication and language competence in the brain provides insight in the overall development and learning capacity, more specifically language and literacy acquisition. The CCP helps to disentangle a combination of mutually reinforcing disorders. Research evidence is gathered from socio-neurocognitive studies, affording reasoning and explanatory schemes to substantiate goal setting for intervention. A clinical case study illustrates the application of the CCP.

Keywords: developmental disorders, communicative competence, augmentative and alternative communication, intervention
Article outline
  • 1.Introduction
  • 2.Severe Developmental Disorders
  • 3.Communication
  • 4.Communicative competence
    • 4.1Genes
    • 4.2Brain
    • 4.3Cognition
    • 4.4Behavior
    • 4.5Environment
  • 5.Integrated model of communicative competence
  • 6.Augmentative and Alternative Communication
  • 7.Communicative competence profile
  • 8.Clinical evidence
  • 9.Discussion
  • Summary
  • References
Published online: 21 December 2017
DOI logo
https://doi.org/10.1075/z.206.25van
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