The ROCC is a rubric tool that aims to determine an overall rating of communicative competence while also identifying strengths within key domain areas that contribute to that competence, and areas to target as next steps.
Each goal domain has descriptors relating to levels of competence from emergent to competent and these levels can be compared across time for an individual, or collated as group data for a whole school, organisation, or smaller groups like classes or individual practitioner caseloads.
The ROCC is based on 10 key goals, and each goal domain has descriptors relating to levels competence from emergent to competent.
- To communicate messages as autonomouslyas possible using symbolic language when necessary or, if possible, with speech and/or spelling.
- To own an efficient and individualised communication system (often including more than one tool) with appropriate vocabulary to meet current and future communication requirements.
- To initiate communication in a way that is accepted and recognised by others when the individual has something to say.
- To indicate messages in a way that can be understood by unfamiliar partners.
- To see themself as having a voice and, if not using speech, understand all aspects of their communication system to be that voice.
- To communicate messages at a level of complexity that meets their individual requirements without reliance on interpretation by others.
- To communicate for a range of intentions (including but not limited to: commenting, questioning, sharing information, expressing opinions, joking, etc.).
- To take responsibility for access to a system that meets their needs at all times.
- To use their system in as socially valued manner as possible and for social interaction that builds relationships.
- To select and use the most efficient and effective method of communication in any given situation.
Data about the individual’s system is also collected to measure changes across time and to collate statistics such as:
- type of communication system and modes used by the individual
- number of items per page, and
- access modality – direct, scanning, eye gaze, etc
- overall estimated level of communication – emergent, transitional or competent.
Collated data can be used by a school/ practice or organisation to measure program outcomes, prioritise funding, plan training, or allocate resources.