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CSDS 109 > 109 SG 7 > Flashcards

109 SG 7 Flashcards

1
Q

Non oral communication enhance and enlarge available, though deficient oral language

A

Augmentative communication

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2
Q

Non oral communication replace absent or minimal oral language skills

A

Alternative communication

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3
Q
  • Includes any visual, tangible, or auditory aid that assist a person in communicating; it doesn’t require battery or any external power of any kind
  • Ex. communication boards, PECS, dry erase boards
A

No tech aided communication

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4
Q
  • Simple devices dedicated to serving only as communication needs; digitized speech output
  • Ex. pocket talkers, voice amplifiers
A

Low tech aided communicatio

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5
Q

Display is changed manually

A

Static display

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6
Q
  • All inclusive systems, integrated systems, that can be used only for communication, but also for climate and environmental controls and accessing the internet
  • Ex. ipad/iphone, dynamic display
A

High tech aided communication

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7
Q

Behavior that is purposefully directed toward another person with intended meaning, requires dual orientation to both the communication partner and the topic or referent

A

Communicative intent

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8
Q

An understanding of the relationship between a symbol and its referent (the object or concept a symbol stands for)

A

Symbolic representation

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9
Q
  • The degree to which a symbol resembles a referent
  • Most iconic: actual object
  • Least iconic: printed word
A

Iconicity

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10
Q

How the user with access the AAC system

A

Interface

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11
Q

User directly selects the symbol

A

Direct selection

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12
Q

The most commonly employed method of this is scanning. The user selects from an array of symbols presented auditorily, visually, and tacitly

A

Indirect selection

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13
Q

The user selects from an array of symbols presented auditorily, visually, and tacitly

A

Scanning

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14
Q

Facilitators provide a prompt before the choice is made, and fade the prompt ASAP)

A

Errorless learning

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15
Q
  • 80% of what we say throughout a day comes from a small bank of 400-500 words
  • Forms the foundation for the AAC system
A

Core vocabulary

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16
Q

20% of what we say comes from a of bank of thousands of these words

A

Fringe vocabulary

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17
Q

Constructing a set of specific, rather than general, vocabulary that relate to a specific activity

A

Scripting

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18
Q

Teach vocabulary and prompt responses before the activity

A

Frontloading

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19
Q

Children and adults who:

  • Have no oral speech or language production
  • Have extremely poor intelligibility of speech
  • Have difficulty producing sustained phonation
  • Have difficulty producing sufficient intensity of voice
A

Who needs AAC?

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20
Q

Cerebral palsy/ other neuromuscular disorders
Autism spectrum disorder (ASD)
Down syndrome/ other conditions associated with intellectual disabilities
Developmental apraxia of speech (DAS)
Physical challenges (blind, deaf)

A

Child populations likely to need AAC?

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21
Q
  • Have no reliable symbolic communication
  • Needs the support of communication partners
  • Beginning to use simple and concrete symbols
  • Communicates best in familiar or motivating activities
A

Emerging communicators

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22
Q
  • Can use symbolic modes but remain dependent on familiar partners
  • Use symbols spontaneously, usually to communicate wants and needs
  • Beginning to understand more abstract symbols
  • May be beginning to acquire basic literacy skills
A

Context-dependent communicators

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23
Q
  • Can interact with both familiar and unfamiliar partners of any topic
  • May have literacy skills that are equal to same-age peers
  • Can talk about a wide range of topics in an age appropriate manner
  • Combines words, phrases, and complete sentences to generate novel messages
A

Independent communicators

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24
Q

Two types of approaches?

A
  • Unaided:
    Clients own body is used (ASL, gestural systems)
  • Aided:
    Some tool outside of the clients own body is necessary
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25
Q
  • Generally understood gestures (pointing, yes/no headshake, thumbs up, shoulder shrug)
  • Idiosyncratic signes/gestures (made up)
  • Sign language
  • Manually coded english (Signing Exact English, SEE)
  • Finger spelling
A

Examples of unaided AAC?

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26
Q
  • Spontaneity of output
  • No doubt as to authenticity of the message
  • No financial cost
  • Ease with which people in the environment can support communicative attempts
A

Advantages of unaided AAC

27
Q
  • Limited applicability beyond the person’s own environment

- Lack of immediate feedback

A

Disadvantages of unaided AAC

28
Q

Three types of aided systems?

A
  • No tech
  • Low tech
  • High tech
29
Q

Communication boards, yes/no response icons, dry erase boards, icon exchange systems (PECs)

A

No tech

30
Q
  • Type-and-talk devices
  • Pocket talkers
  • Voice amplifiers
A

Low tech

31
Q
  • Synthesized text-to-speech devices (SGDs)
  • Dynamic display (computerized means of changing the display)
  • ipad/iphone
A

High tech

32
Q
  • Generally more versatile
  • A wide variety of communicative functions
  • Can be used in any setting, with any communicative partner
A

Advantages of high tech aided communication

33
Q
  • Can be costly
  • Can be complex to program
  • Lack of portability
A

Disadvantages of high tech aided communication

34
Q
  • Lack of spontaneity
  • Need for individuals in the environment to update symbols (make educated guesses on what might the child may want to communicate
  • The authenticity of the message
A

Potential problems with all levels of aided AAC (high, low, and now)?

35
Q
  • Positioning and seating (physical therapist)
  • Motor capabilities (occupational therapist)
  • Sensory/perceptual skills, including hearing (OT, audiologist, medical personnel)
A

Assessment domains and members of the multidisciplinary team responsible for those domains?

36
Q
  • Present level of communicate skill
  • Level of expressive and receptive language skills, including production and/or knowledge of morphological and syntactic structures
  • Make observations regarding the presence of communicative intent
  • Knowledge of symbolic representation; if the child understands that a symbol of some kind can stand for an object or a concept
A

What SLPs determine in the assessment of an individual for a possible AAC system?

37
Q

Alternate response modes for receptive language test?

A

Eye gaze, headlight pointing

38
Q
  • Photocopy, in color, and then cut up test pages into separate pictures to place on an eye gaze board or individualized array of pointing
  • Limiting the number of choices from which an individual is asked to choose
  • Enlarging test stimuli for those with visual impairments
  • Using a yes/no format instead of using the standardized test verbiage required by the test
  • Remember to note in the diagnostic report that modifications that could affect the validity of the test have been made
A

Ways to adapt standardized tests for people who are non verbal and who have physical challenges?

39
Q

Appropriate picture and verbal stimuli to assess morphosyntactic and grammatical knowledge?

A

Picture and verbal stimuli for:

  • Adjectives
  • Pronouns
  • Verb tenses
  • Dependent clauses
40
Q

The hierarchy of iconicity?

A

Client should move from more to least iconic

41
Q

Symbols that closely resemble their referents and the meaning of the symbol is easily guessed and understand

A

Levels of iconicity:

- Transparent

42
Q

The meaning of the symbol is still fairly easy to guess, but some additional information may need to be given

A

Levels of iconicity:

- Translucent

43
Q

These symbols do not resemble a referent and often stand for abstract concepts

A

Levels of iconicity:

- Opaque

44
Q
  • More efficient
  • Less load on working memory of user and listener
  • Can be used with high tech and low tech systems
  • Requires more precise and accurate motor movements
  • One-to-one relationship between the motor act and message generation
  • Requires greater visual and auditory acuity
A

ASHA’s comparison of direct selection

45
Q
  • Less efficient
  • Greater demand on a listener’s and users working memory
  • Can be used with high tech and low tech systems
  • Requires less fine motor control
  • Requires intermediary steps between motor act and message generation
  • Can be used by individuals with significant visual and auditory deficits
A

ASHA’s comparison of indirect selection

46
Q

Mounted with a tabletop mount on a desk or table

A

Types of mounts for AAC devices?

- Tabletop

47
Q

Mounted with an arm or folding mount to a wheelchair

A

Types of mounts for AAC devices?

- Wheelchair

48
Q

Clamped with a heavy duty clamp on any flat surface

A

Types of mounts for AAC devices?

- Clamp-on

49
Q

A rolling mount is movable and is typically used in the classroom or in the home

A

Types of mounts for AAC devices?

- Rolling

50
Q
  • Be experimental
  • Offer interventions that are naturalistic and client and family centered
  • Consider logistics (how easily can the system be accessed in the client’s natural environment)
  • Evaluate outcomes in terms of increased quality of life for the client, the family, and for significant others
A

General guidelines for making recommendations for clients and their families?

51
Q
  • Utilize switches hooked up to: appealing animated toys, environmental controls
  • Computer programs and apps
  • Prompting access to an icon and delivering the natural reinforcer
A

Activities for teaching cause and effect?

52
Q

The difference between choice making and requesting?

A

Requesting always involves interaction with another person; choice making doe snot neccessarily

53
Q
  • Offer a known preferred item with a non-preferred item, paired with a picture or an icon
  • Switch up the order in which items are presented
  • Fade out the objects until the client is pointing to the pictures
  • Gradually increase the size of the array
  • Consider using errorless learning (facilitators provide a prompt before the choice is made, and fade the prompt ASAP)
A

Procedures for establishing choice making?

54
Q
  • Teach in the context of everyday activities and routines
  • Arrange the environment
  • Provide support with verbal, gestural, or physical prompts
  • Follow the request up with natural consequences
A

Procedures for teaching requesting?

55
Q
  • Identify non preferred items across a variety of routine activities
  • Provide either a non preferred item or used a “wrong item” format
  • Prompt the behavior (pointing to a picture indicating or accessing a switch to indicate “no”)
  • Immediately remove the non preferred item
A

Procedures for teaching rejecting?

56
Q 
Small number of words
High frequency
Applicable in all environments
Applicable to all topics
Includes a variety of parts of speech
A

Core vocabulary

57
Q 
Large number of words
Low frequency
Applicable in limited environments
Applicable to specific topics
Consists of mostly proper and common nouns
A

Fringe vocabulary

58
Q
  • Give the client a reason to communicate in the natural environment
  • Teach the location of the vocabulary on the device in response to that opportunity
A

Procedures for teaching new vocabulary?

59
Q
  • AAC should be viewed as a last resort when all other options have been exhausted
  • AAC hinders or stops speech development
  • Certain cognitive skills need to be in place before a child can be successful with AAC
  • SGDs are appropriate only for children with intact cognition
  • Chronological age is a factor in consideration for an AAC system
  • That there is not a prescribed hierarchy of symbols from real objects to photographs to line drawings to abstract representations to written words, as once believed
A

6 myths about the use of AAC?

60
Q

Two major areas of deficits in people diagnosed with autism spectrum disorder (ASD)

A
  • Deficits in social communication and social interaction

- Restricted, repetitive patterns of behavior, interests, or activities

61
Q
  • A wide range of verbal ability; significant pragmatic deficits
  • Delayed acquisition of speech and language
  • Might develop some language then lose it
  • May be echolalia
  • Prosody may be abnormal
  • May perseverate on a particular word, phrase, sentence
A

Characteristics of speech and language in children with ASD?

62
Q
  • Target behaviors must be functional
  • May need to start with very basic communication skills
    Manding: requesting behavior
    Eye contact
    Turn taking
A

Possible target behaviors for children with ASD?

- Nonverbal-minally verbal children

63
Q
  • Focus on pragmatic

- Language skills

A

Possible target behaviors for children with ASD?

- Highly verbal children

64
Q
  • Have a set routine, and provide a visual schedule for the progressions for the session
  • Find out what activities a child is interested in and enjoys
A

Principles for conducting a treatment session for children with ASD?

CSDS 109 (8 decks)

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