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aac 12 Flashcards

1
Q

Implementing Effective Instructional Techniques to Teach Key Skills

Most effective instruction combines ______ and ____

A

direct instruction in key skills

numerous opportunities to apply them

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2
Q

Direct Instruction

  1. Instructor ____ target skill
  2. Instructor provides _____, including prompts
  3. Learner does the skill during ______
  4. Instructor provides corrective _____ throughout
A

~models

~guided practice

~independent practice

~feedback

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3
Q

Providing Adaptations for Individuals with CCN

  • -To Accommodate Speech Impairments – Accept/Encourage/Teach alternative responses like ______
  • -To Accommodate Motor Impairments – May require alternative access to content like _____
  • -To Accommodate Sensory/Perceptual Impairments – See slide: AT for Reading
A

–manual signs, approximations, AAC symbols, letters, words

–eye pointing, scanning, partner-assisted scanning

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4
Q

AT for Vision

  • -Increase ____/higher contrast
  • -_____/magnify
  • -Add ______
  • -Use _____/output
A

~lighting

~Enlarge

~sound or speech

~tactile labels

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5
Q

AT for Hearing

1
2
3
4

A

~Clear visual display
~Volume control
~Vibration alert
~Visual signal

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6
Q

Building Positive Rapport and Ensuring Student Motivation

  • -The support and encouragement of adults who believed in their ability to learn was fundamental to their successful acquisition of ____
  • -Believe the student can be ____ and communicate that to them.
  • -Incorporate the person’s interests into the ____
A

~reading and writing skills

~successful

~literacy activities

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7
Q

Monitoring Effectiveness of Intervention

  • -Assess to determine ___, if instructional techniques are working, and where to go from here
  • -Page 328, Table 12.4 shows potential causes of and solutions for instructional difficulties while teaching literacy skills
A

progress

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8
Q

Intervention to Teach Basic Reading Skills

-Target in Order:

  1. ____ and letter-sound correspondences
  2. Decoding and ____, and application of these skills
  3. Independent reading of simple texts and ___
A
  1. Phonological awareness skills
  2. sight word recognition skills
  3. reading comprehension skills
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9
Q

Phonological Awareness Skills

  • -Individual’s understanding and awareness of the ___ of language
    1. ___
    2. ___ words into component sounds
    3. ___ sounds to form words
    4. Determining _____ in words
  • -Individual’s with CCN CAN acquire ____
  • -Most individuals with severe speech impairments do have deficits in these skills
A

–sound structure

  1. Rhyming
  2. Segmenting
  3. Blending
  4. beginning, middle, or final sounds

phonological awareness skills

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10
Q

Instruction in Sound Blending

  • -Instructor says a word ___, extending each phoneme for 1-2 seconds
  • -Learner ____ the sounds in his or her head
  • -Determines ____
  • -Responds by ___________
A

–slowly

– blends

–target word

–signing, speech approximation, or selecting an AAC symbol

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11
Q

Instruction in Phoneme Segmentation

~If a learner has already acquired letter-sound correspondences:

  1. Instructor says the word ____
  2. Learner listens then ___ out the target sound
  3. Selects the letter that represents it from a _____
A
  1. out loud
  2. segments
  3. keyboard or array of letters
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12
Q

Instruction in Phoneme Segmentation

~If learner has not yet acquired letter-sound correspondences

  1. Instructor presents an array of AAC symbols all starting with ____
  2. Instructor says the ___ of one of the symbols
  3. The learner ___ the initial sound of each of the symbols subvocally or “in his/her head”
  4. Learner selects symbol whose _____
A
  1. different sounds
  2. initial sound
  3. segments
  4. initial sound matches the target
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13
Q

Adapted Sound Blending Activity

~Some learners may benefit from the use of printed letters as visual supports

  1. Instructor points to each letter in a ____ and says its sound ____, extending each phoneme for 1-2 seconds
  2. Learner ____ the sounds and indicates the target word
A
  1. sequence
    slowly
  2. blends
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14
Q

Letter-Sound Correspondences

  1. Instructor says a _____
  2. Learner selects the ____ corresponding to this ____ from an array of letters/keyboard
  3. Individuals of various ages who have a wide range of disabilities and rely on various types of AAC can successfully acquire ___
  4. Length of time required to acquire letter sounds ___
  5. Learners may benefit from introducing the sounds _____
A
  1. phoneme or sound
  2. letter, sound
  3. letter-sound correspondences
  4. varies
  5. incrementally (one at a time)
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15
Q

Letter-Sound Correspondences

  1. May teach in the following order:
    a m t p o n c d u s g h I f b l e r w k x v y z j q
  2. ___ are taught first
  3. Letters and sounds that occur more frequently in _____ are taught first
  4. Letters and sounds that are similar ____ are separated in the instructional sequence
  5. ____ are taught before ____
  6. Single letter-sound correspondences are taught before _____
  7. May focus only on the ____ and not their names initially
A
  1. Lowercase
  2. children’s books
  3. visually and/or aurally
  4. Short vowels
    long vowels
  5. consonant clusters
  6. letter sounds
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16
Q

Decoding Skills

  1. Once an individual has acquired ____ and knows ___, he/she has the skills to learn to decode written words
  2. Curriculum that incorporates _____ has shown to be more effective than the traditional sight word approach
  3. To decode:
    a. Learner “looks” at the letters in a sequence
    b. Recalls the ___ of each letter
    c. ____(may be subvocally)
    d. Determines ____(indicates via sign, vocalization, selecting a symbol)
A
  1. sound-blending skills and knows some letter-sound correspondences
  2. phonological awareness and decoding
  3. a. sequence

3 b. sound

3c. Blends them together
3d. target word

17
Q

Sight Word Recognition Skills

  1. Pair instruction of ____ with ____ and decoding instruction
  2. Use ______ to teach sight words, include prompting, prompt fading, and repeated opportunities to practice
  3. Individual learns to match the _____ to a ______ when possible (exceptions: the, there, etc. teach in direct association with spoken word)
A
  1. sight words, phonological awareness
  2. direct instruction
  3. target written word,
    picture, photo, or other AAC symbol
18
Q

Application of Decoding and Sight Word Recognition Skills During Shared Reading

  1. **As soon as the individual knows a few words in ____, he/she should have the opportunity to apply his/her skills during ____
  2. Literate partner ___ and ____
  3. Learner may use _____
A
  1. isolation
    book reading
  2. reads story and pauses on target words
  3. speech approximation, sign, or symbol
19
Q

Reading and Understanding Simple Sentences and Stories

  1. Once an individual can reliably and fluently decode and/or recognize by sight a range of words, they can start ____
  2. Requires learner to:
    a. Track through the words from left to right
    b. ____ each word in the sentence
    c. Recall the ___ of each word
    d. Process the words together to ____
  3. Must also be able to relate information to ____
  4. Start with understanding basic literal comprehension skills then move towards teaching ___
A
  1. reading sentences and stories independently.

2a. Track
2b. Decode/recognize by “sight”
2c. meaning
2d. derive the meaning

  1. prior knowledge
  2. inferential skills
20
Q

Teaching to Read and Understand Simple Sentences

  1. Instructor presents 3 or more photos, pics, or illustrations from a story. The pictures include one that ____
  2. Learner reads the sentence ____
  3. Learner selects the picture that represents its ____
A
  1. illustrates the meaning of the written sentence, and the others are foils.
  2. independently
  3. complete meaning
21
Q

Interventions to Teach Basic Writing Skills

  1. **This process is more complicated than ____
  2. Intervention requires:
    a. Access to appropriate ____
    b. Appropriate and effective ___
A
  1. learning to read
    2a. “writing” tools
    2b. instruction
22
Q

Access to Writing Tools

~Pencils and markers with ____
~___ access
~Letter cards/word wall/word bank (Literacy Suites)

A

~adaptations

~Keyboard

23
Q

Instruction and Opportunities to Use Basic Writing Skills

  1. Instruction should include:
    a. **____
    b. Numerous opportunities to ___
  2. Once students have acquired phoneme segmentation skills and know some letter-sound correspondences, instruction can include:
    A. Instructor _____ encoding by saying a word slowly aloud, extending each sound, and selecting the letters for each sound as it is said
    B. Instructor provides ____: says word while student selects each letter as they correspond
    C. Instructor gradually ____
    D. Student develops ___
    E. Instructor provides ___ as appropriate
A

1a. Direct instruction
1b. apply skills

2A. models single-word
2B. guided practice
2C. fades oral scaffolding support
2D. competence with practice
2E.  feedback
24
Q

Employ Techniques that Reduce Some of the Demands on the Learner

  1. Read books with ____ and have students use the repeated lines to create their own stories:
    ~Red pig, red pig, what do you see?
  2. Use ____ as a basis for writing, use prompts for beginning, middle, end (color coded, tangible)
  3. Provide students with ___
    ~Word bank/wall
  4. ____ wherein instructor and student co-construct the story
    ~Word Prediction?
A
  1. repeated lines
  2. highly motivating photos
  3. words
  4. Shared writing
25
Q

Teaching Advanced Literacy Skills

**Focus changes from ____ to _____

A

learning to read/write

reading and writing to learn

26
Q

Building Fluency in Basic Reading Skills

  1. Repeated readings of texts at _____
  2. Reading along with ____(Read2Go)
  3. Paired readings, read with ___
A
  1. independent reading level
  2. audio recordings/highlighting
  3. a partner
27
Q

Building More Advanced Language Skills

  1. ___ to/with learners
  2. Teach specific ____, ____, or genres as required
A
  1. Reading books
  2. vocabulary
    sentence structures
28
Q

Developing World Knowledge and Domain-Specific Knowledge

~______
~Audiobooks, multimedia presentations, screen readers
Go on field trips! (Sonic, road signs)

A

Read a wide range of books

29
Q

Benefit from Instruction in Reading Comprehension Strategies

Page 343, Table 12.6 shows strategies to support reading comprehension and adaptations for students with CCN
Page 344 lists model to teach reading comprehension strategies

A

ehhh…

30
Q

Building Knowledge and Skills in Writing Conventions

  1. Need to develop skills in:
    A. ____ – benefit from explicit instruction and auditory feedback

B. ___ conventions
~~_____
~~_____
~~_____

C. \_\_\_ with writing conventions
~~\_\_\_\_ skills
~~\_\_\_\_
~~\_\_\_\_
~~\_\_\_\_
A

A. Spelling

B. Writing
~Capitalization
~Punctuation
~Paragraphing

C. Fluency
~Spelling
~Punctuation
~Handwriting
~Keyboarding
31
Q

Learning to Use Writing Strategies

  1. Use ____ strategies – provide the multistep procedures to support each stage of the writing process
  2. Use ____ – involves the development of “instructional arrangements whereby students work together to plan, draft,” and revise
A
  1. writing

2. collaborative writing

32
Q

PLAN, WRITE, EDIT

Pay attention to the writing prompt
List main ideas
Add supporting ideas
Number your ideas

Work from your plan/develop thesis
Remember your goals
Include transition words for paragraphs
Try to use different kinds of sentences
Exciting, interesting $10,000 word

Enter your first draft
Do a spell check
Interrogate yourself about capitals, punctuation, etc.
Type in corrections/spell checker

A

blah blah blah

33
Q

Interventions

  1. Provision of __ (SGD, graphic organizers, storyboards, software)
  2. Explicit instruction in ___ strategies
  3. _____ by the instructor and the peer
  4. ___
  5. Written support provided by ___
A
  1. AT
  2. writing
  3. Modeling of writing
  4. Prompting
  5. peer scaffolding
34
Q

Building Writing Skills for Social Purposes

  1. Texting and social networking allows communication at a person’s ____
  2. May need to learn the “lingo” – lol
A
  1. own rate and does not involve speech
35
Q

AT to Support Literacy

  1. For communication
    ~~Support ___ (conventional, emergent writing), ____ (texting, emailing), and ____ (choosing topics, talking about books, answering & asking questions, summarizing stories, expressing opinions)
  2. For instruction
    ~~For delivery of _____
A
  1. written
    telecommunication
    face-to-face communication
  2. computer assisted instruction/supports
36
Q

AT to Support Literacy

  1. To provide support for reading and writing difficulties
    ~___ checkers
    ~Onscreen ___
    ~Word prediction
    ~Software with ____ (and the above supports)
    ~Accessible Instructional Materials (AIM)
    –Font, TTS, definitions, links, electronic coaching
A

Spell

dictionaries

graphic organizers

37
Q

5 Key Components to Effective Literacy Intervention

  1. Providing ___ for literacy instruction
  2. Targeting appropriate skills known to improve _____ outcomes
  3. Using proven, effective ____
  4. Providing appropriate instructional ____
  5. Building positive rapport and ensuring ____
A
  1. sufficient time
  2. literacy
  3. instructional techniques
  4. adaptations and supports
  5. student motivation

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