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Is the Total Communication Approach Effective for Children with Complex Speech, Language and Communication Needs?

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Title: Is the Total Communication Approach Effective for Children with Complex Speech, Language and Communication Needs?
Language: English
Authors: Jessie Luckins (ORCID 0009-0003-3060-7081), Georgina Tongue, Judy Clegg (ORCID 0000-0001-7366-0243)
Source: Child Language Teaching and Therapy. 2025 41(1):5-29.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Total Communication, Speech Impairments, Language Impairments, Communication Disorders, Special Schools, Elementary School Students, Foreign Countries, Communication (Thought Transfer), Story Telling, Students with Disabilities
Geographic Terms: United Kingdom
DOI: 10.1177/02656590251315598
ISSN: 0265-6590
1477-0865
Abstract: Total Communication is a collaborative intervention approach delivered by teachers and speech and language therapists (SLTs) to support children with complex speech language and communication needs (SLCN). Total Communication combines the intervention approaches of active learning and support for speech using augmentative and alternative communication (AAC). The AAC consists of signing, and the use of voice output communication aids / speech generating devices (VOCAs / SGDs) and communication boards. This study reports on the evaluation of the effectiveness of this approach to support primary age children with complex SLCN. The study aims to determine if the collaborative Total Communication approach facilitates communication ability. The following questions are asked: does the Total Communication approach increase the communication ability (mean length of utterance, and number of propositions, using any communication mode) of pupils with severe and complex SLCN? Is conducting an evaluation study of a holistic Total Communication approach using single case experimental design (SCED) in a special school context effective? A multiple probe design across participants was used to evaluate Total Communication with three children between 8 and 10 years. Following baseline, the children took part in the Total Communication intervention in a story telling context, via class-based active learning with speech, signing and VOCAs plus communication boards. Probes measured the children's subsequent story re-telling with these communication modes. All participants showed increases in their production of propositions and the mean length of their longest utterances, using a variety of modes of communication. Gains were sustained and generalised. The study shows Total Communication is effective in increasing the communicative ability of children with complex SLCN.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466004
Database: ERIC
FullText Text:
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  Data: Is the Total Communication Approach Effective for Children with Complex Speech, Language and Communication Needs?
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  Data: <searchLink fieldCode="AR" term="%22Jessie+Luckins%22">Jessie Luckins</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-3060-7081">0009-0003-3060-7081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Georgina+Tongue%22">Georgina Tongue</searchLink><br /><searchLink fieldCode="AR" term="%22Judy+Clegg%22">Judy Clegg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7366-0243">0000-0001-7366-0243</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2025 41(1):5-29.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Total+Communication%22">Total Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1177/02656590251315598
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  Data: 0265-6590<br />1477-0865
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Total Communication is a collaborative intervention approach delivered by teachers and speech and language therapists (SLTs) to support children with complex speech language and communication needs (SLCN). Total Communication combines the intervention approaches of active learning and support for speech using augmentative and alternative communication (AAC). The AAC consists of signing, and the use of voice output communication aids / speech generating devices (VOCAs / SGDs) and communication boards. This study reports on the evaluation of the effectiveness of this approach to support primary age children with complex SLCN. The study aims to determine if the collaborative Total Communication approach facilitates communication ability. The following questions are asked: does the Total Communication approach increase the communication ability (mean length of utterance, and number of propositions, using any communication mode) of pupils with severe and complex SLCN? Is conducting an evaluation study of a holistic Total Communication approach using single case experimental design (SCED) in a special school context effective? A multiple probe design across participants was used to evaluate Total Communication with three children between 8 and 10 years. Following baseline, the children took part in the Total Communication intervention in a story telling context, via class-based active learning with speech, signing and VOCAs plus communication boards. Probes measured the children's subsequent story re-telling with these communication modes. All participants showed increases in their production of propositions and the mean length of their longest utterances, using a variety of modes of communication. Gains were sustained and generalised. The study shows Total Communication is effective in increasing the communicative ability of children with complex SLCN.
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  Data: 2025
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  Data: EJ1466004
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        Value: 10.1177/02656590251315598
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      – SubjectFull: Total Communication
        Type: general
      – SubjectFull: Speech Impairments
        Type: general
      – SubjectFull: Language Impairments
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      – SubjectFull: Communication Disorders
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      – SubjectFull: Special Schools
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Communication (Thought Transfer)
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      – SubjectFull: Story Telling
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: United Kingdom
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