Positive behaviour support Getting it right from the start

Positive behaviour support: Getting it right from the start - Facilitators reference manual 47
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The communication continuum
Unintentional Intentional Intentional-symbolic Basic literacy
Assessments
to use
Use Triple CCC to identify person’s communicative ability
Do not use Triple
CCC for people who
have more than 50
words or signs that
they can use to
communicate. Refer
to speech pathologist
for a comprehensive
assessment.
Communication skills
The person doesn’t
use communication
as a tool, to obtain a
goal.
Person has not
yet developed
the cognitive
pre-requisite skills
for intentional
communication.
The person uses
communication as a
tool to obtain a goal,
Person has developed
the cognitive
pre-requisites for
intentional, but means
of communication
are not easy to
understand.
The person uses
formal symbol
systems to
communicate their
message and obtain
their goal.
The person
has effective
communication
skills with over 50
words/signs in their
vocabulary. Is able to
read simple words or
phrases.
Example
The person looks
at a desired object
but does not look at
another person. The
person may cry/
scream, laugh/smile
with no apparent
purpose.
The person looks at
or points to a desired
object/activity while
looking at a person in
the room. The person
may take someone’s
hand and lead them
to a desired object/
activity.
The person uses
photographs, line
drawings, objects, to
communicate their
message.
The person uses,
photographs,
line drawings, to
communicate their
message.
Role of
communication
partner
The communication
partner assigns the
intent and meaning to
the communication.
The communication
partner reads/
interprets the intent
and meaning and
responds.
The communication
partner decodes
the message and
responds.
Very important
to identify
areas to extend
communication skills
further (e.g. social
communication,
feelings, literacy).
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About the Checklist of Communication Competencies 11
The Checklist of Communication Competencies is also known as the Triple C. It is an
observational screening tool designed to ascertain the approximate stage at which a person
is communicating and is designed for use with adolescents and adults who have complex
communication needs. It is a useful tool for assessing early communication skills that act as
building blocks for effective communication. The checklist can be filled in by anyone who knows
the person well and often it is useful for different support professionals from the same and
different environments to complete separate checklists and compare findings.
11. Bloomberg K, & West, D (1999), The Triple C: Checklist of Communication Competencies.
Triple C Copyright of SCIOP