AAC final

Question 1

Single meaning pictures

Answer 1

Each picture or symbol represents one word

Question 2

What considerations are important for Single Meaning Pictures

Answer 2

Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?

Question 3

Alphabet systems

Answer 3

User spells messages using alphabet

May utilize word prediction

Question 4

What considerations are important for alphabet Systems

Answer 4

Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?

Question 5

Example of Quick Fires

Answer 5

I don’t know
You’re welcome
come here

Question 6

One image can be programmed to speak, based on activation of “hot spots in picture

Answer 6

Visual Scene Display

Question 7

What programs does PRC - Prentke Romich Company offer?

Answer 7

Minspeak and Minspeak Application Programs: Unity and LAMP WFL

Word Power
Essence
Core Scanner

Question 8

5 Key Elements of LAMP

Answer 8

Readiness to learn
Joint engagement
Motor patterns
Auditory signals
Natural consequences

Question 9

Unity vs Unity 1: If you hit the apple icon, and only top row changes and it says “eat” you are on Unity 1-hit.

Answer 9

The Apple Test

Question 10

Unity and LAMP grid size considerations?

Answer 10

Number of locations determined by how small an area an individual can physically access
Display then stays the SAME to support the motor planning.

Question 11

Participation Model - AAC assessment

Answer 11

Dynamic, multi-phase process
Team collaboration to determine communication needs and strengths is essential
Focus on individual’s participation patterns
Identify barriers to participation

Question 12

Potential Participation Barriers

Answer 12

Participation Barriers

• Opportunity
• —-Policy
• —-Practice
• —-Facilitator Skill
• —-Facilitator Knowledge
• —-Attitude
• Access
• —- Com. ability

Question 13

What is Participation Inventory ?

Answer 13

List of typical activities in all settings
Level of participation of individual’s peers and individual
Allows to identify if there is a participation gap

Question 14

Name the Levels of Participation

Answer 14

• Independent (peer does not need assistance)
• Independent with set up
• Requires verbal or physical assistance
• Does not participate

Question 15

What does SETT stand for?

Answer 15

Student, Environment, Tasks and Tools

Question 16

SETT - Student

Answer 16

Strengths, Needs, Preferences

Question 17

SETT - Environment

Answer 17

•Physical, Social setting (attitudes) and materials available

Question 18

SETT- Tasks

Answer 18

•All activities the student may be expected or may want to do

Question 19

SETT- Tools

Answer 19

•Technology and other supports needed to help person do tasks

Question 20

Communicative Competencies

Answer 20

Linguistic-Language representation on SGD

Operational-Technical skills: Access methods, clearing message window, on/off, volume, using word prediction, etc.

Social-Pragmatics: Social rules depending on context – when to speak, when not, taking non-obligatory turns, etc.

Strategic-Strategies to repair and prevent communication breakdown

Question 21

Antecedent - teaching

Answer 21

Stimulus conditions
Prompts:
Modeling and talk aloud strategies
Stimulus prompts
Response prompts
Prompt fading hierarchy

Question 22

Consequence -Teaching

Answer 22

Reinforcement
Shaping
Chaining
Corrective Feedback

Question 23

Consideration for Data Collection

Answer 23

Why collect data?
What data are we collecting? I.e. what are we measuring?
How to collect data?

Question 24

How to deal with problem behaviour?

Answer 24

•
•Change the Antecedents
•B
•Teach new Behaviours
•c
•Change the Consequence

Question 25

Antecedent Manipulations

Answer 25

Eliminate the triggers to PREVENT problem behaviour or make it less likely to occur.

Question 26

Consequences that maintain problem behavior:

Answer 26

S = sensory stimulation E = escape / avoid A = attention T = tangible items/activities

Question 27

Targeting FUNCTION of behaviour

Answer 27

Make problem behavior: Inefficient: Replacement behaviours should require less effort and result in faster and bigger reinforcement than problem behaviours Ineffective: Eliminate reinforcement of problem behaviour (extinction)

Question 28

Functional Communication Training (FCT)

Answer 28

Teaching functionally equivalent responses, such as communication, that serve the same function as the student’s problem behavior

Question 29

Teaching replacement behaviour

Answer 29

- Provide appropriate reinforcement for the replacement behaviour - Withhold the consequence that previously reinforced the target behaviour

Question 30

Key principles for literacy instruction in AAC

Answer 30

``` Create meaningful literacy experience Increase background knowledge Provide motivation Language and vocabulary Expect active engagement from individual Adapt tasks so individual can respond using SGD or low tech (or both) Repetition AND variety Be “age-respectful” ```

Question 31

Reading at the Emergent Stage

Answer 31

Have AAC support available so child can be active participant Make connections to real life Make connections print-pictures Have fun with reading, talk while reading Read same books Playful engagement with letters, books, letter magnets, labels on drawers, name tags

Question 32

Writing at the Emergent Stage

Answer 32

Importance of scribbling and pretend writing Allow individual to play around with letters and attribute meaning Provide context and purpose: Grocery list, birthday card, labels etc. Focus is on idea that person is encoding meaning, regardless of accuracy or form

Question 33

Person is ready to move to conventional reading and writing instruction when:

Answer 33

Concept about print Print carries meaning Interest and interaction in shared book reading Some letter knowledge

Question 34

Teaching Phonics

Answer 34

I’m going to say a sound, you tell me what letter goes with that sound

Question 35

Sequence of Instruction for phonological awareness

Answer 35

a, m, t, p, o, n, c, d, us, s, g, h, I, f, b, l, e, r, w, k, x, v, y, z, j, q. - Lower case first (more frequent in text) - Visual and auditory similar letters taught separately (a, m, t often targeted initially) - Short vowel before long vowels (simple decoding) - Single letter-sounds before consonant blends - Focus on letter sounds, not letter names

Question 36

Teaching conventional reading: Decoding

Answer 36

Sound it out (inner voice or word approximations) Word sorts Recognition tasks: matching text to picture (select array with inclusion of foils to analyze errors)

Question 37

Teaching conventional reading: Sight Words

Answer 37

Sight word instruction for non-decodable words Matching task “Show me” or “give me” …

Question 38

Talking – Reading – Writing

Answer 38

Writing ≠ spelling and sentence construction Writing = communication Allow the AAC user opportunities to generate his/her own ideas Write about topics they have chosen Write about topics for which they have background knowledge and language Write about topics that have a real function Write about topics for specific audience.

Question 39

Writing at the Conventional Writing stage

Answer 39

``` Access to writing tools: Keyboard Letter cards Word cards Direct instruction: Single-word encoding Spelling ```

Question 40

Emergent Writing with individuals who can’t use a pencil or keyboard

Answer 40

``` Letter-knowledge is NOT a pre-requisite Provide access to full alphabet Provide an alternative pencil: Alphabet Eye-gaze Alphabet Flip-chart Custom-designed keyboards Switch accessible keyboards ```

Question 41

Peer-Mediated Instruction and Intervention

Answer 41

Step 1: Planning Step 2: Implementing Step 3: Monitoring Progress