In August 2025, we introduced important updates to the ROCC scoring descriptors and functionality of the General Information section. These changes are now integrated into the ROCC Online platform, and users will see them reflected the next time they log in and complete an assessment.
The changes are itemised below for you to review, or just start scoring online and the changes will be included in the assessment flow. We hope you like them!!
Why were these updates made?
- Improved clarity: To update terminology and clarify descriptors and levels that may have been confusing in the past.
- Neuroaffirming language: To ensure descriptors respect and validate all authentic forms of communication.
- Clearer distinctions for spoken language: To distinguish spontaneously generated speech from echolalia and scripting.
- Focus on visual language for comprehension: To encourage teams to record and/or consider the use of visual language supports for comprehension.
Summary of key changes
- Clearer language: Updated terminology as well as extra details and clarification within the descriptors.
- Respectful of all communication styles: Descriptions affirm the authenticity of diverse communication, with extra emphasis on multi-modal communication.
- Spoken language distinctions: Differentiation of spontaneous speech, echolalia, and scripting.
- Coming soon – Addition of receptive language support category: An extra section has been added to the general information to increase attention to the use of visual language supports to enhance or enable comprehension of spoken language.
- Option for more than one primary mode of communication and access.
Updated definition of Communicative Competence
To better reflect authentic preferences and contexts, we’ve updated our overall definition:
Communicative competence is the capability to interact effectively and meaningfully (using a language mode when necessary) in all of a person’s chosen or required life settings, and with all partners in those settings.
Updated goals
The 10 key domains remain the same, but goal wording has been revised to better reflect authentic communication methods and preferences:
- To communicate messages as autonomously and specifically as possible using symbolic language when necessary or, if possible, with speech and/or spelling.
- To own all of the tools for reliable and robust communication.
- To initiate communication using a method that is appropriate to the situation and recognised by others when the individual has something to say.
- To indicate messages in a way that is intelligible to all communication partners.
- To see themselves as having a voice and, if aided AAC is required for reliable and robust communication, then they understand their communication system to be that voice.
- To communicate messages at a level of language complexity that meets their individual requirements without reliance on interpretation by others.
- To communicate for a range of intentions required to meet varied communication requirements throughout the day.
- To take responsibility for access to a system that meets their needs at all times (availability).
- To communicate in a way that respects the preferences of participants in an interaction and builds/sustains relationships (social interaction).
- To select and use the most efficient and effective method of communication in any given situation (strategic competence).
Updated administration & scoring
- The paper-based ROCC tool is no longer included as a download within the subscriptions. The online version contains the most recent and future updates. Downloadable scoring forms are still available from the Help and Resources section. Due to the significant work involved in creating additional paper tools, the printable scoring manual is now available for a separate purchase. This document does not contain all of the functionality within the online tool but can be used as a companion to online scoring for those who prefer paper tools.
- A comprehensive glossary and scoring administration information is now available for download.
- In the coming months, additional scoring and administration information will be added the the online assessment flow.
- Additional FAQs and blog resources are available at roccassessment.com.au.
Updated glossary & definitions
We’ve refined definitions of key terms and these are available online in the Help section. We will also add a ‘hover’ feature over key words in the coming months.
General Information section
- Behaviours of concern redefined as Environments of Concern related to the participant, with selection of frequency options to better differentiate:
- High frequency (always or often – usually daily)
- Medium frequency (regularly but not every day )
- Low frequency (sometimes or occasionally)
- Echolalic/rote speech added as a selectable current communication method.
- Ability to select more than one primary communication method (if required).
- More comment boxes are available to clarify decisions
- New section: Accommodations and preferences for Comprehension (Receptive language supports):
- Many individuals benefit from AAC to enhance or enable their comprehension of spoken messages.
- This section asks the informant to consider strategies that enable the individual to understand and attend to language.
- Symbol and sign options are divided into key word inputs to assist learning and attention or full message inputs where the visual representation conveys the entire message without spoken words.
- See more in the glossary – receptive language supports under the Help and Resources tab.
Domain updates
Domain 1
- New guidance on recognising videos or repetitive activities as possible communicative behaviours though they may not necessarily be clear or recognisable. This prompts familiar partners to note these and consider them as possible communicative behaviours.
- Further explanation of what would be considered achievement at level 4 on domain 1.
- Distinction between spontaneous speech and echolalia/scripting clarified (across multiple domains).
Domain 2
- Greater emphasis on multi-modal, efficient communication that resulted in updated goal wording. This is to ensure that an individual has opportunities for the most effective and efficient mode in any given situation. The goal is now worded as: Do they own all of the tools for reliable and robust communication?
- Descriptors added to account for familiar partners who take the initiative to document their interpretation of an individual’s body communication so as to expand interactions to more partners.
- Significant change: In order to score at level 2, an individual who needs or prefers to use aided AAC, must have access to a robust tool within their environment (eg. teacher or therapist system) AND also have at least a core or general interactive display allocated to them as their own. This addresses a situation where communication books are provided to those in the environment for modelling but are not available to the individual as their own with the words they need.
- Clarification that systems should include personalisations specific to the individual to score at higher levels.
- Importance of instructions (and/or partner training) for less or unfamiliar partners highlighted.
- Level 5 focus is on he importance of an individual owning a range of personalised tools to meet their needs as well as to enable preference of modalities across settings.
Domain 3
- Language updated to focus on appropriateness to the situation rather than “social acceptability” to recognise that authentic communication is valued.
Domain 4
- Minor wording clarifications.
Domain 5
- This goal is now more inclusive of those who may need aided AAC as an adjunct to their speech or signs for reliable and robust communication.
- Change in wording at earlier levels to reflect that an individual may be initiating or interested in interaction even though communication partners are not able to identify those signals.
- Significant change: Use of AAC only as an “answer booklet” no longer considered expressive at a transitional level (now scored lower).
Domain 6
- Reference to rote phrases in various modes includes spoken scripts, message buttons on a device, or a rote or scripted pathway on a communication book or device
- Further differentiation across levels between scripts or echolalia and unique word combinations.
- Differentiation between listing individual words and word combinations
- Clarification that navigation buttons don’t count toward utterance length.
Domain 7
- Minor wording clarifications.
Domain 8
- Minor wording clarifications.
Domain 9
- Significant changes to ensure descriptors are neuroaffirming and focus on authentic relationships over adherence to neuronormative conventions.
- This domain does not encourage masking to ensure that an individual is ‘socially valued’ but does acknowledge that varied situations would have varied expectations.
- Reference to the development of strategies by an individual to inform or advocate for themselves while also recognising cues from others and adjusting their interaction when required. In earlier levels, the knowledgeable others facilitate or coach for success.
Domain 10
- Change in wording at earlier levels to reflect that an individual may be initiating or interested in interaction even though communication partners are not able to identify those signals.
- Reference to attunement with familiar partners that builds a shared understanding of body communication.
- Additional wording to broaden the diversity of this domain to encompass a wide range of strategies, identification and repair of breakdowns, decisions about the most efficient or effective method of communication, and creative problem solving within interactions.
Estimated Level of Communicative Competence (ELCC)
ELCC definitions have been updated and are now viewable within the online tool during scoring.
Learn More & Get Support
For more information about these updates, training opportunities, or how to implement the new descriptors effectively in your setting, visit: roccassessment.com.au or email us at rocc@roccassessment.com.au.
