If you support individuals who use AAC, you’ve probably heard the term “communicative competence.” But what does it really mean—and how do we make sure we’re considering everything that contributes to communication success?

In 2014, Gail Teachman and Barbara Gibson wrote ‘Communicative competence’ in the field of augmentative and alternative communication: a review and critique. Their analysis showed that many AAC models focus mainly on building skills in the individual AAC user. While developing those skills is essential, they pointed out that communication doesn’t happen in isolation—it’s shaped by relationships, environments, and social expectations.

That same year, Janice Light and David McNaughton offered an expanded view in Communicative Competence for Individuals who Require AAC: A New Definition for a New Era of Communication. They built on Light’s original model of linguistic, operational, social, and strategic competence, and added important psychosocial factors like motivation, confidence, and resilience. They also emphasized how much communicative competence depends on environmental supports—and the skills of communication partners.‍

The DAGG-3 and a Broader Perspective‍

As one of the co-authors of the original Dynamic AAC Goals Grid (DAGG) and DAGG-2, developed with Holly Schneider during her time at Tobii Dynavox, I’ve been amazed by the widespread use and international recognition of these tools. It’s both affirming and inspiring to see professionals around the world using the DAGG-3 to support AAC users in meaningful, practical ways.

The DAGG-3, further developed by Tobii Dynavox continues our original vision. The DAGG series is on the work of Janice Light and Patricia Dowden, providing a structured way to assess and support the development of AAC users’ skills. It focuses on the four core areas of communicative competence and helps teams identify strengths, set goals, and track progress. You can download it for free here: https://us.tobiidynavox.com/products/dagg-3‍

As helpful as it is for understanding the AAC user’s skill development, it’s equally important to continue expanding our view. Communication success is influenced just as much by the AAC user’s partners, the physical and social environment, and the emotional climate in which communication happens. These factors matter—deeply.

When we consider communicative competence, we should be thinking about the whole communication system:

• Does the AAC user have access to the right tools and vocabulary?

• Are partners skilled at supporting and responding to AAC?

• Is the environment designed to encourage interaction and independence?

It’s not an either/or—it’s both. We need tools to understand the AAC user’s abilities and we need awareness of the context in which they communicate.‍

Moving Forward‍

The DAGG-3 has become a trusted guide for many teams, and I’m grateful for the role it plays in shaping communication goals. But communicative competence is complex, and it grows best when we pay attention to both the individual and their world.

Let’s keep moving forward—recognizing that the best support for AAC users comes when we strengthen not just their skills, but also the people and environments around them.

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References

Teachman, G., & Gibson, B. E. (2014). ‘Communicative competence’ in the field of augmentative and alternative communication: a review and critique. International Journal of Language & Communication Disorders, 49(1), 1–14. https://doi.org/10.1111/1460-6984.12055

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18. https://doi.org/10.3109/07434618.2014.885080

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