Theoretical Models in AAC Flashcards
Deck targets Key Word Sign (KWS), Communication Needs Model, communication repair strategies and communicative competencies. Also targets Participation Model, assessment of current communication, & models of intervention. (26 cards)
KWS vs Auslan
- KWS stems from Auslan.
- Auslan is recognised as language of Australian Deaf Community.
- Auslan has unique grammar.
Communication Needs Model (4+1)
- Communicate needs/wants
- Information transfer
- Socialisation
- Social etiquette
(5). Communicate with oneself.
Communication repair strategies
Seeking clarification, repetition, politeness markers, use of gestures.
Linguistic Communication Competence
Mastery of native language spoken by community, mastery of linguistic code of AAC system. Involves learning symbols used to represent vocab and language. Need to attend to both native language and linguistic code.
Operational Communicative Competence
Development of technical skills to use AAC. Involves ability to access system, transmit info, use system features.
Social Communicative Competence
Sociolinguistic (discourse strategies, interaction functions, specific communicative functions) and sociorelational (self image, interest in others, desire to communicate, active participation etc).
Strategic Communicative Competence
Making best of communication knowledge and what can be communicated with AAC. Development of compensatory strategies to allow for effective communication.
The Participation Model
- Identify participation patterns and communication needs.
- Assess opportunity barriers and access barriers.
- Plan and implement interventions.
- Evaluate intervention effectiveness.
What is a participation inventory?
Each activity that the AAC user participates in at home, school, work etc.
Participation barriers can be classed as:
Opportunity barriers, access barriers, policy barriers, practice barriers, knowledge barriers, skill barriers or attitude barriers.
Opportunity barriers
Imposed by others and cannot be eliminated by providing an AAC system. Examples include school or work environments which do not accomodate AAC use.
Access Barriers
Present due to limitations of current capabilities of client or of their communication system. For example, someone with cerebral palsy struggling to use a high tech device due to fine motor difficulties.
Policy barriers
Legislative or regulatory decisions governing the environments where the AAC user participates. E.g. restrictive school policies on use of AAC devices in classrooms.
Practice barriers
Procedures/conventions that are commonplace in settings, that are not actual policies.
Knowledge barriers
Lack of knowledge on the part of someone other than the AAC user that restricts participation.
Skill barriers
Difficulty with implementation of AAC technique or strategy.
Attitude barrier
Negative or restrictive attitudes and reduced expectations of the client.
Assessments for Current Communication
- The Rosetti Infant-Toddler Language Scale,
- Receptive Expressive Emergent Language Scale
- Triple C - Checklist of Communication Competencies Revised
- Pragmatics Profile of Everyday Communication Skills
- Communication Matrix
Current Communication - Potential to Increase Natural Ability
Augmenting insufficient speech. Replacing speech with other systems. Using intervention to improve skills.
Benefits of MDT in AAC
- Different areas of expertise
- More holistic care
- Familiarity with client and AAC.
- Different perspectives
Assessment of Communication - Considerations
Natural abilities
Potential for environmental adaptations
Potential to use AAC systems
Environmental adaptations
OT equipment, slope board etc.
Opportunity Interventions
Advocate for change and empower families to advocate on behalf of AAC user. Provide information and education. Provide hands on training.
Natural Ability Interventions
AAC intervention and speech/language intervention. Discuss appropriateness of the natural ability (speech/lang) interventions.
