109 SG 7 Flashcards
(64 cards)
1
Q
Non oral communication enhance and enlarge available, though deficient oral language
A
Augmentative communication
2
Q
Non oral communication replace absent or minimal oral language skills
A
Alternative communication
3
Q
- Includes any visual, tangible, or auditory aid that assist a person in communicating; it doesn’t require battery or any external power of any kind
- Ex. communication boards, PECS, dry erase boards
A
No tech aided communication
4
Q
- Simple devices dedicated to serving only as communication needs; digitized speech output
- Ex. pocket talkers, voice amplifiers
A
Low tech aided communicatio
5
Q
Display is changed manually
A
Static display
6
Q
- All inclusive systems, integrated systems, that can be used only for communication, but also for climate and environmental controls and accessing the internet
- Ex. ipad/iphone, dynamic display
A
High tech aided communication
7
Q
Behavior that is purposefully directed toward another person with intended meaning, requires dual orientation to both the communication partner and the topic or referent
A
Communicative intent
8
Q
An understanding of the relationship between a symbol and its referent (the object or concept a symbol stands for)
A
Symbolic representation
9
Q
- The degree to which a symbol resembles a referent
- Most iconic: actual object
- Least iconic: printed word
A
Iconicity
10
Q
How the user with access the AAC system
A
Interface
11
Q
User directly selects the symbol
A
Direct selection
12
Q
The most commonly employed method of this is scanning. The user selects from an array of symbols presented auditorily, visually, and tacitly
A
Indirect selection
13
Q
The user selects from an array of symbols presented auditorily, visually, and tacitly
A
Scanning
14
Q
Facilitators provide a prompt before the choice is made, and fade the prompt ASAP)
A
Errorless learning
15
Q
- 80% of what we say throughout a day comes from a small bank of 400-500 words
- Forms the foundation for the AAC system
A
Core vocabulary
16
Q
20% of what we say comes from a of bank of thousands of these words
A
Fringe vocabulary
17
Q
Constructing a set of specific, rather than general, vocabulary that relate to a specific activity
A
Scripting
18
Q
Teach vocabulary and prompt responses before the activity
A
Frontloading
19
Q
Children and adults who:
- Have no oral speech or language production
- Have extremely poor intelligibility of speech
- Have difficulty producing sustained phonation
- Have difficulty producing sufficient intensity of voice
A
Who needs AAC?
20
Q
Cerebral palsy/ other neuromuscular disorders
Autism spectrum disorder (ASD)
Down syndrome/ other conditions associated with intellectual disabilities
Developmental apraxia of speech (DAS)
Physical challenges (blind, deaf)
A
Child populations likely to need AAC?
21
Q
- Have no reliable symbolic communication
- Needs the support of communication partners
- Beginning to use simple and concrete symbols
- Communicates best in familiar or motivating activities
A
Emerging communicators
22
Q
- Can use symbolic modes but remain dependent on familiar partners
- Use symbols spontaneously, usually to communicate wants and needs
- Beginning to understand more abstract symbols
- May be beginning to acquire basic literacy skills
A
Context-dependent communicators
23
Q
- Can interact with both familiar and unfamiliar partners of any topic
- May have literacy skills that are equal to same-age peers
- Can talk about a wide range of topics in an age appropriate manner
- Combines words, phrases, and complete sentences to generate novel messages
A
Independent communicators
24
Q
Two types of approaches?
A
- Unaided:
Clients own body is used (ASL, gestural systems) - Aided:
Some tool outside of the clients own body is necessary
25
- Generally understood gestures (pointing, yes/no headshake, thumbs up, shoulder shrug)
- Idiosyncratic signes/gestures (made up)
- Sign language
- Manually coded english (Signing Exact English, SEE)
- Finger spelling
Examples of unaided AAC?
26
- Spontaneity of output
- No doubt as to authenticity of the message
- No financial cost
- Ease with which people in the environment can support communicative attempts
Advantages of unaided AAC
27
- Limited applicability beyond the person's own environment
| - Lack of immediate feedback
Disadvantages of unaided AAC
28
Three types of aided systems?
- No tech
- Low tech
- High tech
29
Communication boards, yes/no response icons, dry erase boards, icon exchange systems (PECs)
No tech
30
- Type-and-talk devices
- Pocket talkers
- Voice amplifiers
Low tech
31
- Synthesized text-to-speech devices (SGDs)
- Dynamic display (computerized means of changing the display)
- ipad/iphone
High tech
32
- Generally more versatile
- A wide variety of communicative functions
- Can be used in any setting, with any communicative partner
Advantages of high tech aided communication
33
- Can be costly
- Can be complex to program
- Lack of portability
Disadvantages of high tech aided communication
34
- Lack of spontaneity
- Need for individuals in the environment to update symbols (make educated guesses on what might the child may want to communicate
- The authenticity of the message
Potential problems with all levels of aided AAC (high, low, and now)?
35
- Positioning and seating (physical therapist)
- Motor capabilities (occupational therapist)
- Sensory/perceptual skills, including hearing (OT, audiologist, medical personnel)
Assessment domains and members of the multidisciplinary team responsible for those domains?
36
- Present level of communicate skill
- Level of expressive and receptive language skills, including production and/or knowledge of morphological and syntactic structures
- Make observations regarding the presence of communicative intent
- Knowledge of symbolic representation; if the child understands that a symbol of some kind can stand for an object or a concept
What SLPs determine in the assessment of an individual for a possible AAC system?
37
Alternate response modes for receptive language test?
Eye gaze, headlight pointing
38
- Photocopy, in color, and then cut up test pages into separate pictures to place on an eye gaze board or individualized array of pointing
- Limiting the number of choices from which an individual is asked to choose
- Enlarging test stimuli for those with visual impairments
- Using a yes/no format instead of using the standardized test verbiage required by the test
- Remember to note in the diagnostic report that modifications that could affect the validity of the test have been made
Ways to adapt standardized tests for people who are non verbal and who have physical challenges?
39
Appropriate picture and verbal stimuli to assess morphosyntactic and grammatical knowledge?
Picture and verbal stimuli for:
- Adjectives
- Pronouns
- Verb tenses
- Dependent clauses
40
The hierarchy of iconicity?
Client should move from more to least iconic
41
Symbols that closely resemble their referents and the meaning of the symbol is easily guessed and understand
Levels of iconicity:
| - Transparent
42
The meaning of the symbol is still fairly easy to guess, but some additional information may need to be given
Levels of iconicity:
| - Translucent
43
These symbols do not resemble a referent and often stand for abstract concepts
Levels of iconicity:
| - Opaque
44
- More efficient
- Less load on working memory of user and listener
- Can be used with high tech and low tech systems
- Requires more precise and accurate motor movements
- One-to-one relationship between the motor act and message generation
- Requires greater visual and auditory acuity
ASHA’s comparison of direct selection
45
- Less efficient
- Greater demand on a listener’s and users working memory
- Can be used with high tech and low tech systems
- Requires less fine motor control
- Requires intermediary steps between motor act and message generation
- Can be used by individuals with significant visual and auditory deficits
ASHA’s comparison of indirect selection
46
Mounted with a tabletop mount on a desk or table
Types of mounts for AAC devices?
| - Tabletop
47
Mounted with an arm or folding mount to a wheelchair
Types of mounts for AAC devices?
| - Wheelchair
48
Clamped with a heavy duty clamp on any flat surface
Types of mounts for AAC devices?
| - Clamp-on
49
A rolling mount is movable and is typically used in the classroom or in the home
Types of mounts for AAC devices?
| - Rolling
50
- Be experimental
- Offer interventions that are naturalistic and client and family centered
- Consider logistics (how easily can the system be accessed in the client’s natural environment)
- Evaluate outcomes in terms of increased quality of life for the client, the family, and for significant others
General guidelines for making recommendations for clients and their families?
51
- Utilize switches hooked up to: appealing animated toys, environmental controls
- Computer programs and apps
- Prompting access to an icon and delivering the natural reinforcer
Activities for teaching cause and effect?
52
The difference between choice making and requesting?
Requesting always involves interaction with another person; choice making doe snot neccessarily
53
- Offer a known preferred item with a non-preferred item, paired with a picture or an icon
- Switch up the order in which items are presented
- Fade out the objects until the client is pointing to the pictures
- Gradually increase the size of the array
- Consider using errorless learning (facilitators provide a prompt before the choice is made, and fade the prompt ASAP)
Procedures for establishing choice making?
54
- Teach in the context of everyday activities and routines
- Arrange the environment
- Provide support with verbal, gestural, or physical prompts
- Follow the request up with natural consequences
Procedures for teaching requesting?
55
- Identify non preferred items across a variety of routine activities
- Provide either a non preferred item or used a “wrong item” format
- Prompt the behavior (pointing to a picture indicating or accessing a switch to indicate “no”)
- Immediately remove the non preferred item
Procedures for teaching rejecting?
56
```
Small number of words
High frequency
Applicable in all environments
Applicable to all topics
Includes a variety of parts of speech
```
Core vocabulary
57
```
Large number of words
Low frequency
Applicable in limited environments
Applicable to specific topics
Consists of mostly proper and common nouns
```
Fringe vocabulary
58
- Give the client a reason to communicate in the natural environment
- Teach the location of the vocabulary on the device in response to that opportunity
Procedures for teaching new vocabulary?
59
- AAC should be viewed as a last resort when all other options have been exhausted
- AAC hinders or stops speech development
- Certain cognitive skills need to be in place before a child can be successful with AAC
- SGDs are appropriate only for children with intact cognition
- Chronological age is a factor in consideration for an AAC system
- That there is not a prescribed hierarchy of symbols from real objects to photographs to line drawings to abstract representations to written words, as once believed
6 myths about the use of AAC?
60
Two major areas of deficits in people diagnosed with autism spectrum disorder (ASD)
- Deficits in social communication and social interaction
| - Restricted, repetitive patterns of behavior, interests, or activities
61
- A wide range of verbal ability; significant pragmatic deficits
- Delayed acquisition of speech and language
- Might develop some language then lose it
- May be echolalia
- Prosody may be abnormal
- May perseverate on a particular word, phrase, sentence
Characteristics of speech and language in children with ASD?
62
- Target behaviors must be functional
- May need to start with very basic communication skills
Manding: requesting behavior
Eye contact
Turn taking
Possible target behaviors for children with ASD?
| - Nonverbal-minally verbal children
63
- Focus on pragmatic
| - Language skills
Possible target behaviors for children with ASD?
| - Highly verbal children
64
- Have a set routine, and provide a visual schedule for the progressions for the session
- Find out what activities a child is interested in and enjoys
Principles for conducting a treatment session for children with ASD?
