Chapter 1 - Augmentative and Alternative Communication Processes Flashcards
Effective communication (Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centred Care: A Roadmap for Hospital)
Successful joint establishment of meaning, wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood.
Proportion of Americans who cannot rely on their natural speech to meet daily communication needs
1.3% (~4 million)
Augmentative and Alternative Communication (ASHA)
.. an area of research, clinical, and educational practice involving attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of individuals with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication.
Rehabilitation
Intervention strategies and technologies that help someone who has an acquired disability regain capability
Habilitation
Intervention strategies and technologies that assist a person, such as someone with a developmental disability, to develop a capability for the first time.
Most common congenital causes of the inability to speak or write without adaptive asisstance
severe intellectual disability, cerebral palsy, autism, developmental apraxia of speech
Most common acquired medical conditions that most often result in the need for AAC assistance include
amyotrophic lateral sclerosis, multiple sclerosis, traumatic brain injury, stroke
Number of Canadians who have difficulty speaking and being understood (above age 4)
318,000 (1.5% of population)
Number of people in UK who have severe communication disorder making it difficult for them to be understood by anyone outside their immediate family
800,00 (1.4% of population)
Number of people in Victoria, Australia identified as unable to speak adequately for communication
5,000 (1.2%)
The prevalence of severe communication disorders appears to vary considerably with…
age.
0. 2-0.6% of total school-age population as severe speceh impairment
0. 8% of individuals from age 45-54
4. 2% for people aged 85+
The ultimate goal of AAC is …
to enable individuals to efficiently and effectively engage in a variety of interactions and participate in activities of their choice.
Five purposes that communicative interactions fulfill
- expression of needs/wants
- information transfer
- social closeness
- social etiquette
- to communicate with oneself or conduct an internal dialogue
Expression of needs/wants
Goal: regulate behaviour of another as a means to fulfil needs/wants
Focus: desired object or action
Duration: Limited, emphasis on initiating interaction
Content: Important
Predictability: Highly predictable
Scope: Limited scope
Rate: Important
Tolerance for breakdown: Little tolerance
Number of participants: Usually dyadic
Independence: important
Partner: familiar or unfamiliar
Information transfer
Goal: share information Focus: Information Duration: May be lengthy, emphasis on developing interaction Content: Important Predictability: Not predictable Scope: Wide scope Rate: Important Tolerance: Little tolerance Number of participants: Dyadic, small or large group Independence: important Partner: familiar or unfamiliar
Information transfer
Goal: share information
Focus: Information
Duration: May be lengthy, emphasis on developing interaction
Content: Important
Predictability: Not predictable (novel words/sentences)
Scope: Wide scope
Rate: Important
Tolerance: Little tolerance
Number of participants: Dyadic, small or large group
Independence: important
Partner: familiar or unfamiliar
Social closeness
Goal: establish, maintain, and/or develop personal relationships
Focus: Interpersonal relationship
Duration: May be lengthy. Emphasis on maintaining interaction
Content: Not important
Predictability: May be somewhat predictable
Scope: Wide scope
Rate: May not be important
Tolerance: Some tolerance
Number of participants: Usually dyadic or small group
Independence: Not important
Partner: Usually familiar
Social etiquette
Goal: Conform to social conventions of politeness
Focus: Social convention
Duration: Limited. Emphasis on fulfilling designated turns.
Content: Not important
Predictability: Highly predictable
Scope: Very limited scope
Rate: Important
Tolerance: Little tolerance
Number of participants: Dyadic, small or large group
Independence: important
Partner: familiar or unfamiliar
Communicating with oneself
- Remain organized, e.g. calendars, daily activity schedules, diaries, journals, lists of future plans, records of personal reflections
Competent communicators are able to do the following (Light and Binger, 1998): (5)
- Portray positive self-image to their communication partners
- Show interest in others and draw others into interactions
Actively participate and take turns in symmetrical fashion - Be responsive to their communication partners by making relevant comments, asking partner-focused questions, negotiating shared topics
- Put their partners at ease with AAC system through the use of an introductory strategy, humour and predictable, readable nonverbal signals
Part of every AAC intervention sohuld involve (2)
1) Identification of critical skills for communicative competence from the perspective of relevant listeners
2) strategic instruction to support the highest level of communicative competence possible
Assistive technology is only…
part of the answer.
AAC alone doesn’t make one a competent, proficient communicator. People start as novices and evolve competence to become AAC experts with appropriate support, instruction, practice, and encouragement.
Linguistic Competence
The receptive and expressive language skills of one’s native language(s)
- knowledge of the linguistic code unique to one’s AAC system, such as line drawings, words, signs, etc.
- equally important to learn language(s) spoken by communication partners in order to receive messages.
Examples of receptive language input strategies
Language stimulation vest
Language stimulation boards (Goossens, 1989(
Symbol song strips used with music
Joint use of the AAC display by facilitator
Keyword input provided through manual signing
