Literacy Flashcards

(15 cards)

1
Q

Why do we support literacy for complex comms individuals?

A

Because it increases their opportunity to participate in society

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2
Q

What is the typical literacy pathway?

A

Emergent literacy&raquo_space;> Conventional literacy

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3
Q

What are 3 ways to support literacy?

A
  • dialogic reading techniques
  • link language to their interests
  • include print/sight words on AAC symbols
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4
Q

What are 3 intrinsic factors affecting literacy difficulties?

A

type of disability
degree of impairment
cognitive ability
linguistic ability
perceptual ability

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5
Q

What are 3 extrinsic factors affecting literacy difficulties?

A

access to AAC
AAC features
amount/quality of language/literacy experiences
expectations (parent, teacher, learner)
lack of research

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6
Q

How do we support vocab for preliterate consumers?

A

2 vocab sets (expression + development)

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7
Q

How do we support vocab for nonliterate consumers?

A

must use age-appt vocab (mum vs mummy)

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8
Q

How do we support AAC comms for literate consumers? x3

A

timing enhancement
message acceleration
fatigue reduction

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9
Q

What is an example of intervention using the Social interactionist model ?

A

Hanen ‘More than words’

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10
Q

What are key aspects of Early Intervention? x 4

A

Family centred + parent training
home / preschool / groups
strengths-based
play-based or routine-based

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11
Q

What is a key difference of the Social interactionist model?

A

the reward is the social communication
Feedback from comms partners is pivotal = intrinsic motivation

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12
Q

What is a key difference of the Behavioural model?

A

Response-contingent reinforcement.
Identify reinforcers (ask family, see what they spend time with/don’t like taken away). Find PECS symbol for item, add with velcro.

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13
Q

What is an example of intervention using the Behavioural model?

A

PECS: Picture Exchange Comms System

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14
Q

What does ABC stand for?

A

Antecedent, Behaviour, Consequence

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15
Q

What are Potential communicative acts ?

A

gestures
expressions
behaviours

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