Risk of AAC abandonment

•Barriers include attitude, lack of support, lack of training (Johnson et al, 2006), knowledge and skills of staff, family perceptions and support (Baxter et al, 2012)

•Contributions to positive outcomes include community support, parent and family support (Lund & Light, 2007)

•Communication partners can be a barrier or facilitator in successful AAC implementation (Moorcroft et al, 2019)

Kent-Walsh analysis:

•Across all studies – very large level of effect

•Across client groups (e.g. Timpe et al, 2021, Simmons-Mackie et al, 2016)

•Across ages

•Across different AAC strategies (e.g. Kent-Walsh et al, 2010; Dodge-Chin et al, 2022; Snodgrass & Meadan; Senner et al, 2019

•Across communication partners (e.g. classroom staff - Senner & Baud, 2017, parents – Brydon et al, 2025)

•Parents (e.g. Kent-Walsh et al, 2010; Senner et al, 2019)

•Teachers and teaching assistants (e.g. Senner & Baud, 2017)

8 step model has been adapted:

•In-person with synchronous tele-practice (Timpe et al, 2021)

•Synchronous tele-practice (Dodge-Chin et al, 2022) – modified protocol

•Asynchronous online training (Wendelken & Williams, 2025) - modified

This article describes the importance and value of listening and creating a shared space when making music, drama and art with people with PMLD. The author describes the development of the Listening Bowl and summarises the article by explaining that "The Listening Bowl is a simple object formed by our hand, carrying a profound invitation to receive before we respond."

The power of an effective coaching approach comes from being able to listen with curiosity and attentiveness and the image of cupped hands as a Listening Bowl can be a powerful reminder of this.