Model of Cognitive-Communication Competence & Intervention Planning Framework. Survey for SLPs

Model of Cognitive-Communication Competence

This survey is to evaluate the Model of Cognitive-Communication Competence (MacDonald, 2017). This model was designed to convey the multiple factors that can influence communication after acquired brain injuries of any severity. The model was published in Brain Injury in October 2017 (see reference below) with a rationale for its design and supporting evidence of the relationship among its various components. The goal is to promote a comprehensive and consistent view of communication competence to guide evidence synthesis, clinical decision making, outcome measurement, and inter-professional collaboration.  We would appreciate your view on its potential to achieve these goals. 
Please review the model below and then answer the questions in the survey. If you would like further information the source article is as follows: MacDonald S (2017) Introducing the model of cognitive-communication competence: A model to guide evidence-based communication interventions after brain injury, Brain Injury, 31:13-14, 1760-1780, DOI: 10.1080/02699052.2017.1379613


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This model comprises 7 domains, 7 communication competencies and 47 evidence-based factors related to communication functioning and intervention. It depicts communication as a function of:

· The individual’s pre-injury skills and abilities and injury factors.

· A complex interplay among skills within the Cognitive, Communication, Emotional and Physical Domains

· Overseen by a set of Control Factors (Self Regulation, Meta-cognition, Executive Functions) and 

· Set within varied Contexts (communication demands, communication partners and environments).

· Which combine to create Communication Competencies in Family, Community, Social, Academic, Workplace, Information Management, and Problem Solving Communications.

If you would like further information, the original article describing the model is available in open source.

MacDonald S (2017) Introducing the model of cognitive-communication competence: A model to guide evidence-based communication interventions after brain injury, Brain Injury, 31:13-14, 1760-1780, DOI: 10.1080/02699052.2017.1379613

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* 1. I am a regulated speech-language pathologist/speech therapist in the country of:

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* 2. I have been in practice for ___ years (check one)

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* 3. I work in:

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* 4. There is a need for more consistency in terminology regarding cognitive and communication difficulties.

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* 5. The Model of Cognitive-Communication Competence could promote consistency in terminology and understanding of cognitive-communication disorders.

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* 6. The Model of Cognitive-Communication Competence is comprehensive.

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* 7. The Model of Cognitive-Communication Competence is clear and straightforward.

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* 8. The model could help to educate other health care professionals about the range of communication difficulties after ABI.

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* 9. The model could help to educate individuals and families with lived experience about the range of influences on daily communication.

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* 10. The model could improve referral and access to services for those with ABI by helping referral sources to know when to refer (e.g. beyond just speech difficulties).

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* 11. The model could promote thorough speech-language pathology assessment of communication competence and the multiple influences on communication.

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* 12. The model could be used by speech-language pathologists as a basis for examining intervention priorities and goal setting.

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* 13. The model could serve as a platform for synthesis of research evidence and ensure a more thorough set of search terms (i.e. beyond “speech” and “language”) and outcome measures.

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* 14. Overall I see myself as using this model in my practice.

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* 15.      Comments – Please provide any comments about the model or suggested additions or changes.

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* 16. In a typical assessment I assess the following aspects of communication or influences on communication:

  Never  Rarely   Sometimes  Often  Always 
Individual Factors (Pre-injury communication ability, style, education etc.) 
Individual Factors (Post Injury factors - severity indicators, course of treatment) 
Cognitive Factors (attention, memory, organization, reasoning)

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* 17. In a typical assessment I assess the following aspects of communication or influences on communication:

  Never  Rarely   Sometimes  Often  Always 
Cognitive Factors (social cognition- theory of mind, emotion perception etc.)
Control Factors (self regulation, awareness, executive functions, initiation, metacognition) 
Communication Factors (auditory comprehension, verbal expression, reading comp., written expression, social interaction/pragmatics)

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* 18. In a typical assessment I assess the following aspects of communication or influences on communication:

  Never  Rarely   Sometimes  Often  Always 
Emotional Factors - in terms of their impact on communication & participation in rehabilitation - anxiety, depression, mood, stress,
PTSD, confidence etc.
Physical Factors (hearing, motor speech, fluency, fatigue, sleep, headache, pain)

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* 19. In a typical assessment I assess the following aspects of communication or influences on communication:

  Never  Rarely   Sometimes  Often  Always 
Communication Context - Communication Environment, Communication Demands, Communication Partner Skills
Communication Competence in Family, Community, Social, Academic/School, & Workplace communications, Information Management, Problem solving Communications

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* 20. For those items that you indicated you do never or rarely assess please state the reason below (check all that apply).

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* 21. My assessment process includes the following types of evaluation. (Check all that apply)

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* 22. Please provide any comments on the use of the CCC Model to guide Assessment or Intervention Planning. 

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