Exam 1 study guide AAC Flashcards

Question

What are the different types of DIRECT selection techniques?

Answer 1

1. physical contact (touch-e.g., iPad, does not mean putting pressure on it, just touch) 2. Physical pressure or depression (must exert pressure on a selected key, think keyboard) 3. Pointing (no contact) 4. speech recognition ( programs that learn impaired speech..think apraxia.. new research) 5. Timed activation (needs to be held down a certain length of time, for people who don't have the quick reflexes/press and release. for somebody who drags their hand) 6. Release activation (only activated on the release) 7. Filtered or averaged activation (when the person is accessing the set, will select the one they've had the MOST CONTACT With) e.g., for somebody with a tremor where they have their hand on it repeatedly.

Answer 2

when a person cannot select directly, so a system is set up with a lot of options.

Answer 3

1. circular scanning (scans in a circular pattern) 2. linear scanning (scans in lines) 3. Group-item scanning (categories, good for alphabet boards) 4. scanning timing and speed **Important one** may need more time because of motor or cognitive limitations 5. Directed (inverse) scanning: hold button down first, and when you get to the one you want you let it go. Selection is on the release not on the depression 6. Automatic (regular or interrupted) scanning: scanning starts, when you see the one you want, you press and release. Selection is done on the depress of the switch. 7. Step scanning: press until you get to the one you want (e.g., if you want the 3rd one you press the button 3x)

Answer 4

activation feedback message feedback message output and input--this is the actual message

Answer 5

-sensory feedback that lets you know you've made a selection. E.g., when you shut off your phone and you hear a click/swoosh that says you've turned it off can also be a vibration, or some tactile feeling

Answer 6

- more of an auditory or visual feedback - message is not important here--it's just to say that they've successfully selected the communication set - communication partners should be aware of message feedback.

Answer 7

text to speech (type, then a voice to speak it) digitized speech (natural speech that has been put into a recorder, to make it as natural as possible)

Answer 8

1. provides mode of communication that is relatively easy to understand 2. non threatening to listeners 3. allows you to communicate with non literate partners 4. allows AAC user to communicate without first gaining attention 5. communication can be done at a distance, so you can have long distance conversations

Answer 9

choosing a voice can be hard | i remember her saying deaf people don't like it b/c they can't hear it

Answer 10

a supportive output method in AAC. It serves to clarify messages when the listener does not understand synthetic or natural speech. When an AAC device has a computer output screen, the listener may request clarification or message reformulation less frequently. This is important for communication partners who have hearing impairments, unfamiliar with the person using AAC and his or her system, or who communication in noisy environments in which synthetic speech may not be intelligible.

Answer 11

hard copy computer screen messages unaided symbols aided symbol displays

Answer 12

a printer that may be part of a communication device or an adjunct to it produces permanent, "hard copy" output on paper

Answer 13

these are widely used in AAC technology as feedback and output. This technology can manage both orthographic and specialized symbols.

Answer 14

non-electronic forms of output such as gestures or manual signs impose memory requirements on both of the participants in the communicative exchange No permanent display is available, all of the gestures or manual signs must be produced by memory by the sender and processed in memory by the receiver

Answer 15

-difficult for people with who have memory impairments (TBI) or who have difficulty processing transitory information (autism). Add symbol displays might be better for these individuals Another issue with unaided symbols is relatively few people without disabilities are likely to understand it. If an individual produces unaided symbols as the sole output to unfamiliar partners, he or she will almost always require a translator.

Answer 16

communication partners interact directly with the symbol set itself. As the person who uses AAC identifies the symbols of choice, the partner formulates the message, often speaking it aloud as feedback

Answer 17

Whenever unfamiliar symbols are used to form messages., constraints may be placed on the range of communication partners who will comprehend the message. Potentially problematic aided symbols include: textured symbols, blissymbols, orthographic symbols, abstract lexigrams, braille, and Morse code. Partner attention to the display. When people communicate with books, boards, or other low-tech displays, they must first get their partner’s attention. Then the partner must be able to turn or move toward the individual using AAC in order to see the board, book, or device that displays the message symbols.

Answer 18

The availability of visual input appears to facilitate receptive language comprehension for some individuals. People with ASD have been found to process concrete visuospatial information more readily than temporal or visuotemporal information such as speech or manuals signs. Providing visual input models also appears to enhance their communication and language abilities or literacy skills.

Answer 19

Gestures and signs

Answer 20

These are convenient types of input because they require no additional paraphernalia (books, boards, computers) and are always available for use because they do not have to be switched on as electronic devices do. Communication partners accompany spoken words with their corresponding signs.

Answer 21

Communication partners can also provide input to people who rely on AAC by using aided symbols of many types. A facilitator may draw simple pictures or write letters and words while speaking to a person with receptive aphasia to help him or her to comprehend messages. The two most prevalent input methods that utilize aided symbols are aided language stimulation and the System of Augmenting Language. In both methods, a facilitator points to key symbols while speaking, in a manner parallel to that used in total communication. Facilitators must have the necessary symbols available for transmission and must organize the environment in order to apply the symbols appropriately. Facilitators must prepare activity boards with the necessary symbols in advance and have them available when needed. The logistical demands of aided symbol input often prevent facilitators from using the technique extensively.

Answer 22

involves a number of increasingly sophisticated understandings: 1. that one is separate and different from one's surroundings 2. that specific behaviors on performs (kicking, smiling a familiar face, etc.) have specific consequences (a mobile moves, a person smiles and vocalizes back, etc.) 3. That other people have thoughts, desires, and perceptions that may differ from one's own (theory of mind)

Answer 23

an extension of social contingency awareness, involves behavior that is "purposefully directed toward another person with intended meaning... and that requires dual orientation--orientation to both the communication partner and the topic or referent. Does not happen overnight, rather it develops as caregivers respond positively to pre-intentional behaviors that become increasingly purposeful over time as a result

Answer 24

includes general experience in the world that results in: a. expectations about how both people and inanimate objects should work b. the motivation to repeat pleasant experiences and avoid unpleasant ones motivation may be comprised in individuals who have repeatedly experienced unsuccessful attempts to communicate using conventional non symbolic modes; this effect has been referred to as "learned helplessness"

Answer 25

involves a complex set of skills that are needed for all learning and that have profound implications for a person’s ability to attend to, categorize, retrieve, select, and sequence messages that are represented through both unaided and aided symbols or codes memory is also an important factor to consider when making decisions about many electronic communication devices, especially those that utilize dynamic displays or auditory scanning

Answer 26

involves an understanding of the relationship between symbols (manual signs, photographs, line drawings etc.) and their referents

Answer 27

allow people to consider their own cognitive experiences with regard to language use and learning (metalinguistics), memory strategies (metamemory), and self-regulation (executive functions). These more advanced cognitive skills are especially important for individuals who use electronic scanning as a selection technique and/or who use either low- or high-technology AAC devices with large vocabulary capacities organized in levels or categories

Answer 28

Depending on the condition, treatment may focus on habilitation (severe ASD or ID), or rehabilitation (conditions with sudden onset or degenerative diseases). This is going to shape the structure of treatment and education. A student-with-CP's assessment will look closer at motor skills and access due to the physical impairments. A person-with-autism's assessment won't look so much at access, but more so at social language and intent to communicate. Know what specific areas you would want to look for their assessment based on their diagnosis. This will require that we have knowledge of the area affected in conditions talked about in class.

Answer 29

current communication potential to use/increase natural speech potential to use environmental adaptations assess potential for AAC devices

Answer 30

symbols or codes represent a majority of the messages included AAC systems goal of assessment is to select the types of symbols that will meet the individual's current communication needs and match his or her current abilities, as well as to identify symbol options that might be used in the future.

Answer 31

1. Before starting, team members should identify approximately 10 functional items with which the individual is familiar, basing their selections on the recommendations of the individual's family members, teachers, or frequent communication partners. 2. Next, team members should reach a consensus about the individual's familiarity with the selected items 3. Then they should compile symbols that represent each of them.

Answer 32

1. functional use format: determine understanding of item's use in play 2. receptive labeling and yes/no formats: direct assessment of label understandings (e.g., is this a ___? or---which one is the ____?) 3. alternative visual matching format: single objects with 2 or more symbols (matching) 4. Question and answer format: Use symbols to answer verbal questions 5. Requesting format: in natural setting, can individual use symbols to request?

Answer 33

analyzing results of symbol assessment in Q & A and requesting formats--provides basic information, some individuals may need instruction in functional contexts for success advanced symbol use--if skilled with single-symbol use, may use more than nouns and/or chain two+ symbols together Symbol categorization assessments: may use communication system that is organized categorically.

Answer 34

should include an evaluation of the individual's single-word vocal capabilities as well as his or her use of common language structures (morphemes, syntactic structures, etc.)

Answer 35

1. Single word vocabulary (measure vocab comprehension in relation to individual's overall level of functioning, assess action words and relational words) 2. Morphosyntactic and grammatical knowledge (most individuals have not mastered these skills)

Answer 36

Person's ability to read, spell, and write development of literacy is an important goal!

Answer 37

1. letter sound correspondence (association of letters with sounds, present letter sounds in random order, incorrectly identified--administer twice, incorrect should be targeted for instruction) 2. sound-blending skills (most important components of phonological processing, assessed in a variety of ways) 3. phoneme segmentation (begin with initial phoneme identification) 4. word decoding (less than 80% accuracy across all target suggest that decoding instructions will be required) 5. sight word recognition (often emerges spontaneously) 6. reading comprehension ( read a passage of a text and answer explicit questions)

Answer 38

imposed by others and are not eliminated by an AAC system ( a lot of this is willingness--is this set up well for them?)

Answer 39

1. policy barriers 2. practice barriers 3. knowledge barriers 4. skills barriers 5. attitude barriers

Answer 40

legislative or regulatory decisions

Answer 41

procedures/conventions common in a family, school, workplace (not policies)

Answer 42

lack of information of a facilitator or another person

Answer 43

facilitators have difficult with actual implementation of an AAC technique/strategy

Answer 44

attitudes and beliefs held by an individual who creates a barrier to participation

Answer 45

capabilities, attitudes, and resource limitations; limitations in current communication capabilities of the AAC user

Answer 46

- lack of mobility - manipulation of objects - management of objects - cognitive functions - language/literacy skills - sensory-perceptual impairments - social skills

Answer 47

1. use yourself as a reference point to get a baseline of what a typical seating position is. 2. ensure stable base of support for your student 3. decrease the influence of atypical muscle tone 4. accommodate fixed deformities and correct flexible deformities 5. provide least amount of intervention needed to achieve the greatest level of function

Answer 48

1. how are you sitting? 2. notice where your arms are when you sit 3. how you rest your elbows when you work with a computer 4. how you cross your legs? 5. do you slouch? 6. do you cross your legs?

Answer 49

flat on their sit bone and their side adjust to the most stable base taking into consideration any physical disabilities and limitations

Answer 50

if they have low muscle tone and they can't support their own head, we would support by using head restraints or neck measure. That way they don't need to rely on their low muscle tone and we are decreasing that influence.

Answer 51

1. fixed=cannot adjust (i.e.: sclerosis--we ill adjust our seating and the device to accommodate their fixed deformity) 2. flexible=we would support them with something like towels to get them upright. How can we support them to access the devices. 3. fix what you can, adjust what you can't

Answer 52

comfort level is extremely important to consider

Answer 53

observe client when they are in their wheelchair (how do they fit in their day to day lives) provide assistance if they can't do it independently we might physically move them to a seating position if we can't o it for them

Answer 54

1. lower extremities first (stable base) 2. trunk 3. Upper extremities 4. head and neck

Answer 55

ASHA's communication bill of rights national joint commission position statement with respect to people with severe disabilities & EBP ASHA's position on our roles and responsibilities for AAC

Answer 56

to identify the most appropriate AAC selection technique

Answer 57

A feature matching assessment stars with identifying the news of the individual and matching the needs with the features of a communication device or system. For example, in order to identify the most appropriate AAC selection technique one f the first questions often asked is, "can this individual access the device in a direct selection mode?" if the answer is no, then a number of scanning options are usually explored. If the answer is yes, scanning options are eliminated from consideration.

Answer 58

1. greetings 2. small talk 3. narration: storytelling & public speaking 4. Procedural descriptions 5. content-specific conversations 6. wrap up remarks and farewell statements

Answer 59

essential to social interaction generic do not convey information serve to signal awareness impacted by culture, social status, and ages of the individuals

Answer 60

conversational exchange used for initiating and maintaining conversational interactions provides for social engagement and disengagement messages may never progress past the small-talk stage often used as a transition between the greeting and the information-sharing stage, especially when the communication partners are unfamiliar with each other generic small talk can be used with many different communication partners; does not include specific shared information

Answer 61

adults esp. older adults

Answer 62

entertains, teaches, and creates social closeness

Answer 63

older adults with acquaintances and friends

Answer 64

- first-person stories (you are the character in the story) - second person stories (your telling a story about someone else) - official stories (history lessons--schools, workplaces) - fantasy stories (made-up stories)

Answer 65

- understand the story that is to be programmed into the AAC system - program the story into the device provide opportunities to tell the story

Answer 66

detailed information about processes or procedures detail rich sequential information timely and efficient communication (ex: driving directions, recipe)

Answer 67

people with complex medical needs people who are cared for by others

Answer 68

information give and take not scripted wide vocabulary range for successful communication interactions AAC users need to create novel messages letter by letter or word by word

Answer 69

signal desire/intent to end a communicative interaction e.g., gotta go.. farewell statements: terminate the conversation bye!

Answer 70

time (clock) Ideas (thought bubble) objects (drawing of something) actions (walk signal) emotions (happy face) directives (arrow)

Answer 71

messages and concepts in alternative ways to communicate with others

Answer 72

something that stands for/represents something else

Answer 73

the something else (the item the picture is showing)

Answer 74

any association an individual forms between a symbol and its referent

Answer 75

transparent translucent opaque

Answer 76

referent is depicted in such a way that meaning of symbol can be readily guesses in absence of referent

Answer 77

meaning of referent may or may not be obvious but relationship can be perceived between symbol and referent once meaning is provided

Answer 78

no relationship is perceived even when meaning of symbol is known

Answer 79

speech rates for individuals without disabilities are 150-250 words per minute--communication rates for AAC users 15-25x slower There are different encoding techniques that provides multiple signals that TOGETHER specify a desired message

Answer 80

memory based (must have good recall skills) display based (good visual skills/good auditory comp skills) display based numeric encoding via eye pointing

Answer 81

1. Alpha (letter) - trunkation: first few letters (hamb=hamburger) - contraction: most salient letters (hmbgr) 2. Alphaneumeric: letters and numbers 3. letter category (initial letter is superordinate category, second letter is first letter of target word) --e.g., FB=banana F=food B=banana 4. numeric encoding (numbers represent words/messages)

Answer 82

phase 1: referral for AAC assessment (potential AAC user initiates referral) Phase 2: initial assessment and intervention-today. Team assesses current communication interaction needs and other capabilities. Gather sufficient information to match a system with the individual. Phase 3. detailed assessment--Tomorrow. Development of robust communication system, for a variety of environments now and in the future. Phase 4: Follow-up assessment (maintaining comprehensive and adaptive AAC system)

Exam 1 study guide AAC Flashcards

(106 cards)