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Autism7717 > Communication Disorders 10/2 > Flashcards

Communication Disorders 10/2 Flashcards

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1
Q

Language Development Starts with what

A

Social play and exchange, then goes to nonverbal communication then to conversation language

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2
Q

Where does social language come from?

A

Social interactions, frequent and regular communication in social routines and activities

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3
Q

Operationalized Definitions: The verbal modality thru which language is expressed is called…

A

Speech

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4
Q

Sound production

A

Articulation

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5
Q

Vocal fold vibration and breathing

A

Voice

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6
Q

Rhythm of speech

A

Fluency

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7
Q

Prosody

A

Melody

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8
Q

Level 1 Pre-Intentional Behavior (Perlocutionary) Social Communication

A

0-3 months
behavior reflects GENERAL STATE (happy, sad, hungry)

Caregiver interpretation

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9
Q

Level 2 Intentional Behavior (Illocutionary)

A

3-8 months

Behavior under control, but NOT used for intentionality.

Caregiver interprets

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10
Q

Level 3 Unconventional Communication

A

6-12 months
Child speaks “Jane”

More intentional
PRE-SYMBOLIC, no symbol use.

Why unconventional- not socially accepted das we grow older (ex: tugging on people)

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11
Q

Level 4, Conventional Communication (Locutionary)

A

12-18 months

INENTIONAL COMMUNICATION WITHOUT SYMBOLS

Socially acceptable

Gestures- pointing, nodding, shaking head

Vocal intonations at this stage

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12
Q

Level 5: Concrete Symbols

A

12-24 months

SYMBOLIC COMMUNICATION.

Concrete symbols look like what they represent.

Iconic gestures: pat chair to say sit down, buzz for a bee.

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13
Q

Level 6: Abstract Symbols

A

Also 12-24 months

Abstract symbols such as speech/manual signs, braille or print words.

NOT physically similar to what they represent.

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14
Q

Level 7: Language

A

Around 24 months of age.

Symbols (concrete or abstract) are combined to 2-3 word combos “Want juice” “Me go out” according to grammatical rules.

meaning of symbols differs depending on ORDER

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15
Q

The SYMBOLIC system of communication to transfer information/the social shared rules of understanding and expression.

A

Language

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16
Q

Meanings of words (ex: “star” = literal star or celebrity)

A

Semantics

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17
Q

The smallest unit of meaning (Ex: friend, friendly, unfriendly)

A

Morphology

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18
Q

Sound system

A

Phonology

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19
Q

Grammar (ex: Peg walked to the new store vs. Peg walk store new)

A

Syntax

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20
Q

Social Context (“Please move” vs. “MOVE NOW!”)

A

Pragmatics

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21
Q

Name some symbol systems

A

Speech, sign, AAC, Combinations, Morse code, braille

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22
Q

Goal is to teach what kind of communication?

A

Functional and Effective

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23
Q

Historically, intervention focus was focused on teaching ___________, but moved to teaching people ____________. Currently focused on helping develop ______.

A

People to speak.

Language

socially effective (functional) communication interactions. (Participation in life activities and communities)

Not just language, communication that allows for more language

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24
Q

Communication Bill of Rights

A

Communication is a basic need and right.

Services based on individual communication needs rather than arbitrary criteria (too young, old, too disabled)

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25
Every individual is capable of achieving _____ level of communication.
Some
26
True or false: All behavior communicates?
TRUE! any action can communication. Our responses determine the communicative potential of an action or vocalization.
27
4 things communication supports do?
1. COACH COMMUNICAITON PARTNERS to facilitate communication and language 2. design systems around meaningful routine DAILY ACTIVITIES 3. CHANGE CONTEXT to promote success (increase practice opportunities) 4. look at performance with DIFFERENT TYPES AND LEVELS OF SUPPORTS
28
What 5 developmental considerations are important for speech?
1. Nonverbal cognitive abilities 2. Receptive language 3. Expressive language 4. Speech motor skills 5. Motor skills
29
How could you have better expressive than receptive language?
Echolalia, scripting, copying, long sentence back, don't understand meaning. Not functional.
30
Lanauge Disorder is defined as
Difficulty processing and/or expressing information Attention, discrimination, organization, memory or retrieval ASD,ID,FASD,SLI,TBI, Environment
31
Are children with developmental language and speech disorders are similar or dissimilar?
Dissimilar than similar. Speech/language fall on continuum. Individual assessment of strengths and needs.
32
What's wrong with discrepancy formulas?
IQ does not equal achievement (RTI)
33
Oral and written language develop _____ in literate culture
Concurrently
34
Emergent Language
No prerequistes Story book interactions (book handling, directed gaze, pointing and naming) Story book reading, interactive literacy activities, awareness of environmental print (ex: knowing to grab favorite cereal)
35
Do communication and communicative literacy develop before or after speech?
BEFORE
36
How does communicative literacy and communication develop?
Playful social learning relationships Fun interactions with books, toys, people, environment Follow child's interest
37
How can I increase child's communication? (or more on how communicative literacy develops)?
Meaning in daily routines (joint interactions) Show child next communication/language steps (zone of proximal development, coach parents on how to do this).
38
What does the ALTERNATIVE in AAC mean?
For fully non-oral speakers
39
What does the AUGMENTATIVE in AAC mean?
to augment to or add to communicators with some speech
40
ACC is used to ________ communication and speech
Supplement or complement
41
unaided systems
does not require any equipment external to the body (signs, pantomimes, gestures) GESTURES AND MANUAL SIGNS Can't leave at home. total communication sign/verbal. Portable, need find motor skills, steep learning curve, Most people don't understand signs.
42
aided systems
use of electronic or non-electronic equipment to assist communication. Incorporates devises that are external to an individual and involves the use of symbols (photos, letters, words) PICTURE OR ALPHABET SYMBOL BOARDS and VOICE OUTPUT Easier for unfamiliar listeners
43
Aided system examples: Low tech aid vs. high tech aid
Low: a picture communication board or book High: voice-output devices
44
TC (not sure what it stands for) What advantages does it have to speech or signing alone?
Faster More complete receptive/expressive vocab acquisition Manual sign learning related to fine motor ability
45
When is the right time to start AAC?
Never too early for exposure and to teach positive behaviors Developmentally individuals needs to understand picture represents something else.
46
Pros AAC (later more for MOBILE devices)
1. Multi purpose advantages- learning tool beyond AAC 2. Ease of demonstration for professionals- can hold multiple AAC apps, making demonstrating a range of options portable and efficient. 3. Affordable accessible AAC (Schools) 4. Customizable apps 5. Cool factor, better social integration
47
Cons of AAC (there is a LOT)
1. Training and Support 2. Time-limit trials for apps 3. Durability and adequate volume for all environments (ex: requiring accessories) 4. Options for alternative access (switch/scan, yes) infra red ECU functions 5. Touch screen sensitivity doesn't work for all 6. Hardware support warranty 7. Research on apps (evidence of effectiveness) 8. Support for langue development or solid AAC practice (no growth potential for spontaneous convos) 9. Language Activity monitoring- nothing to track usage and progress to engage and learn AAC method
48
Dedicated communication devices
Used as AAC, screens with pictures Approved more easily for funding by medicare, etc. Expensive Issue if device not used due to repairs or if not working for the child
49
Access: Direct selection
Touch the screen somehow to activate the device
50
Access: Scanning
Use a single switch to start the device to SCAN across pictures, words, or letters to find the one I want
51
Display Type: Static/Fixed
Symbols in fixed location
52
Display Type: Dynamic
Selection of one symbol activates change in symbol set
53
Display type: hybrid
Fixed display with dynamic component (word prediction)
54
AAC involves the combo of many communication modes. Name some.
Speech or speech approximations, vocalizations, word approximations, and spoken words, gestures and/or sign language, boards with pictures , SGD (speech generating devices/computer)
55
3 ways AAC works
1. slows down auditory processing and combines visual cues 2. Allow individuals to bypass motor and cognitive demands of speech and focus on building communication 3. Reinforcement for requests
56
What are the uses of AAC?
1. Improve child's ability to express themself 2. Reduce frustration 3. Support language learning 4. Enhance conceptual/cognitive development
57
How is AAC integrated with speech?
Encourage children to use speech approximations, introduce children to AAC to enhance communicative effectiveness
58
Which is better: unaided or aided systems?
Not either or question. Matter of emphasis: multimodal approach
59
Is there a large difference between Acquistion unaided vs. aided?
No
60
What are the 4 areas of competence for effective use of AAC?
LOSS Linguistic Competence Operational Competence Social Competence Strategic Competence
61
Linguistic competence
Iconic symbols (board marker) Alphabet
62
Operational Competence
skills required to use the device
63
Social Competence
social skills used in socio-culturally appropriate manner
64
Strategic Competence
specific AAC based communication skills ( gain attention, adjust rate of symbol selection, repair communication break downs
65
The best current evidence suggests that AAC use UNAIDED ____________.
DOES NOT hinder speech production development and often has facilitative effect Latency effect, delayed results. Modest gains. Some use AAC until intelligibility improve others enhance language
66
AAC Evidence Based Practice: How we know it works?
Not a lot of RCT. Single case and meta-analyses Benefits communicative competence
67
History, AAC only when other efforts fail. What about today?
Best practice use AAC early to serve as bridge for future spoken language development
68
What model, similar to reading readiness, should be avoided when discussing AAC?
candidacy model – to be considered a candidate for intervention a person had to have certain prerequisite skills
69
AAC intervention: commences at current language level or when reaches certain skill level?
Current language level
70
*________ is the most important predictor of speech outcomes with TC!
Verbal Imitation
71
Appropriateness of AAC based on
Functional ability, motivation and motor ability, family acceptance
72
ACC trends
development and refinement of interventions Advocacy and social policy Specific behaviors ex: requesting and enhancement of rate and quality of interaction
73
Communicating with someone with complex needs
Determine how the person communicates Communicate directly to the person with disability Communicate through a support person Multimodal communication
74
What are communication concerns of teens and adults?
Advocacy and quality of life. -direct actions of support personnel. Participation in major life activities

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