Functional Communication Profile

Administering the Functional Communication Profile

To prepare for administering the FCP-R, the SLP should familiarize themselves with the assessment tool. Through a review of the examiner’s manual, the clinician should review the test’s administration procedures and scoring criteria.

Speech therapists can create a comfortable, supportive testing environment for the client and minimize distractions. The required materials for administering the assessment should be available. That includes the profile forms and items that may be used to directly observe or elicit certain test items. The therapist can determine these through a review of what items will be assessed within the profile form.

For example, if the examiner would like to observe whether the client can identify common objects, he or she should have these objects available. If the client uses an AAC device to communicate, the therapist will also want this to be available in order to observe the client’s level of communication with the device.

To administer the Functional Communication Profile, the clinician guides the client through a series of tasks and activities listed within various domains in the profile form. These activities are designed to elicit various communicative behaviors, such as asking questions or engaging in conversation.

The clinician also makes observations regarding the client’s communicative competence and their social/pragmatic skills. The therapist checks off the skills observed, reported, or demonstrated by the client.

The evaluator rates each assessment area by level of impairment based on the responses recorded and general impressions. A formal scoring system is not used. Instead, general guidelines are provided to allow the SLP to estimate severity levels in each area based on the assessment results.

Certain considerations should be made about potential challenges that can arise during administration of the Functional Communication Profile. Behavioral issues can lead to reduced compliance and sensory seeking behaviors may interfere with obtaining accurate assessment results.

Clinicians can address these challenges by remaining flexible and adaptable during their approach to completing the assessment. Clear communication with caregivers can also help the clinician obtain accurate information to help complete the FCP-R.

How to score the functional communication profile revised?

After completing the Functional Communication Profile, the clinician can analyze the client’s scores and performance across the 10 domains to gain insight into the client’s communication abilities.

An examination of the client’s skills across domains allow the SLP to identify the client’s areas of strengths and difficulties with regards to functional communication. For example, a client may demonstrate strengths in their receptive language skills and sensory-motor abilities. However, the client may demonstrate a severe impairment in their expressive language abilities.

The results of the FCP-R play a critical role in treatment planning and selecting interventions. The SLP can develop individualized therapy goals based on the client’s areas of difficulty.

Areas of strengths should be considered when selecting interventions. For example, if the client may benefit from using AAC (Augmentative Alternative Communication), information about his or her motor skills, attention, and non-oral communication can assist the clinician in determining an appropriate AAC system and access method.

Using FCP-R in treatment planning

One key benefit of using the Functional Communication Profile in therapy is that the results allow the SLP to tailor therapy goals to address the specific needs of each client. The FCP-R provides a comprehensive look at specific skills. For example, when working with a child with autism, the FCP-R asks the SLP to report on the client’s use of eye contact and awareness of others.

The results of the FCP-R can also help guide clinicians to choose evidence-based intervention techniques that target the client’s skills in areas such as expressive language, receptive language, speech production, and social communication.

Periodic re-assessment of the FCP-R allows the SLP to track the client’s progress and evaluate the effectiveness of intervention strategies. The clinician can then modify goals and treatment approaches to fit the ongoing needs of the client.

Limitations and considerations

Although the FCP-R is a valuable, comprehensive assessment tool, it’s important for clinicians to recognize the test’s limitations. As with any assessment tool, the results of the FCP-R may not accurately represent all aspects of the client’s communication skills.

SLPs should also be aware of potential biases that may influence the administration and interpretation of the FCP-R. Various factors such as cultural background should be taken into account.

Therefore, the test should be one piece of a comprehensive assessment that includes clinical observations and other assessment measures.

Training and professional development

Speech therapists should participate in ongoing training and professional development to continue enhancing their skills in administering assessments such as the FCP-R.

By taking advantage of resources such as continuing education courses, online resources, and workshops, speech-language pathologists can stay up to date on best practices in communication assessment and intervention.

The Functional Communication Profile- Revised (FCP-R) is a valuable tool for assessing the functional communication abilities in individuals ages 3 and up, with a wide range of abilities. The FCP-R assesses the client’s abilities across 10 domains, and assesses communication skills beyond verbal communication. Therefore, it can be used with a wide range of clients, including those who are medically complex/multiply impaired and individuals with Autism.

Speech-language pathologists can provide a comprehensive assessment of a client’s communication skills through administration of the FCP-R in conjunction with other assessment tools and clinical observation.

Resources

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References

Izaryk, K., Edge, R., & Lechwar, D. (2021). A survey of speech-language pathologists' approaches to assessing social communication disorders in children. Perspectives of the ASHA Special Interest Groups, 6(1), 1-17. DOI: https://doi.org/10.1044/2020_PERSP-20-00147

Karuppali, S., Bhatia, C., & Narayan, A. Estimating the speech impairment profiles of children with cerebral palsy using a novel assessment protocol. Critical Reviews™ in Physical and Rehabilitation Medicine. DOI: https://www.dl.begellhouse.com/de/journals/757fcb0219d89390,44704ca27db9358f,61926fa9072ac1e9.html

Petrosyan, T. R., Avagyan, A. V., Petrosyan, A. A., Margaryan, T. V., & Mkrtchyan, H. H. (2022). Psychometric and logometric properties of the Armenian version of Augmentative and Alternative Communication Assessment Questionnaire: Assessing reliability and validity. Journal of Psycholinguistic Research, 51(1), 135-150. DOI: https://link.springer.com/article/10.1007/s10936-021-09829-5