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Facilitating expression beyond speech: Methods for engaging students with Complex Communication Needs (CCN) in research and educational practice.

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Title: Facilitating expression beyond speech: Methods for engaging students with Complex Communication Needs (CCN) in research and educational practice.
Authors: Ho, Hui Jun (AUTHOR), Kamenopoulou, Leda (AUTHOR), Pinto, Cynthia (AUTHOR)
Source: Educational & Child Psychology. Sep2025, Vol. 42 Issue 3, p86-105. 20p.
Subjects: Means of communication for people with disabilities, Adolescent friendships, Research methodology, Communication strategies, Student engagement, Participant observation, Participatory design
Abstract: Aims: Being able to communicate, through language or other means is an essential pre-requisite in the development of friendships. This study investigated the friendships of students aged 11 to 19 with complex communication needs (CCN), who had limited speech and used Augmentative and/or Alternative Communication (AAC) to communicate. This paper outlines the methods used for engaging students with CCN while findings relating to the development of friendships have been published in a separate paper (Ho et al., 2024). Methods: This study used a Mosaic Approach, which combines traditional methods of interviewing and observation with participatory methods, to elicit students' views. Participants included six students, eight of their parents and six of their teachers or teaching assistants. Findings It is possible to elicit the views of students with CCN using a Mosaic approach, which involved adapted versions of participatory approaches including a Pyramid Ranking, Card Sorting, School Tours, Using Photos and Objects, and Book Making, in addition to traditional methods of data collection. There needs to be considerable preparation to ensure that the approaches used are personalised for each student knowing how they prefer to communicate, what to include and making appropriate use of communication partners. Limitations This study aimed to understand friendships in and out of school. Information about friendships out of school was limited as the communication partners were from school and it was more difficult for them to elaborate on students' responses when they spoke about home. Students who might not understand the concept of friendship, or could not communicate about friendships through AAC were excluded from this study. More innovative approaches could be trialled in future research to elicit their views. Conclusion Students with CCN are not passive responders to their environment. They have agency and can choose who they want to be friends with, what activities they want to engage in with different friends and how friends adapt to the other's needs to create meaningful friendships. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Facilitating expression beyond speech: Methods for engaging students with Complex Communication Needs (CCN) in research and educational practice.
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  Data: <searchLink fieldCode="AR" term="%22Ho%2C+Hui+Jun%22">Ho, Hui Jun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kamenopoulou%2C+Leda%22">Kamenopoulou, Leda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pinto%2C+Cynthia%22">Pinto, Cynthia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2025, Vol. 42 Issue 3, p86-105. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Means+of+communication+for+people+with+disabilities%22">Means of communication for people with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+friendships%22">Adolescent friendships</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+strategies%22">Communication strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink>
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  Label: Abstract
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  Data: Aims: Being able to communicate, through language or other means is an essential pre-requisite in the development of friendships. This study investigated the friendships of students aged 11 to 19 with complex communication needs (CCN), who had limited speech and used Augmentative and/or Alternative Communication (AAC) to communicate. This paper outlines the methods used for engaging students with CCN while findings relating to the development of friendships have been published in a separate paper (Ho et al., 2024). Methods: This study used a Mosaic Approach, which combines traditional methods of interviewing and observation with participatory methods, to elicit students' views. Participants included six students, eight of their parents and six of their teachers or teaching assistants. Findings It is possible to elicit the views of students with CCN using a Mosaic approach, which involved adapted versions of participatory approaches including a Pyramid Ranking, Card Sorting, School Tours, Using Photos and Objects, and Book Making, in addition to traditional methods of data collection. There needs to be considerable preparation to ensure that the approaches used are personalised for each student knowing how they prefer to communicate, what to include and making appropriate use of communication partners. Limitations This study aimed to understand friendships in and out of school. Information about friendships out of school was limited as the communication partners were from school and it was more difficult for them to elaborate on students' responses when they spoke about home. Students who might not understand the concept of friendship, or could not communicate about friendships through AAC were excluded from this study. More innovative approaches could be trialled in future research to elicit their views. Conclusion Students with CCN are not passive responders to their environment. They have agency and can choose who they want to be friends with, what activities they want to engage in with different friends and how friends adapt to the other's needs to create meaningful friendships. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsecp.2025.42.3.86
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        Text: English
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      – SubjectFull: Adolescent friendships
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      – SubjectFull: Research methodology
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      – SubjectFull: Communication strategies
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      – TitleFull: Facilitating expression beyond speech: Methods for engaging students with Complex Communication Needs (CCN) in research and educational practice.
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              M: 09
              Text: Sep2025
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              Y: 2025
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