AAC Flashcards
Clinical specialty eval program includes
Augmentative communication technology
Feeding/nutrition
Cleft lip/palate
Seating, positioning, mobility
Hearing and evaluation
Craniofacial orthodontia
Teen transition
Pediatric assessment
CP/neurology
Neuromotor
ASD
Eligibility for CRS ACT clinic
Alabama resident: B-21
Dx:
- expressive language disorder
- mixed receptive-expressive language disorder
- apraxia, speech
- dysarthria
No financial limits
Does AAC prevent development of spoken language?
No, it may actually facilitate speech in some individuals.
Who is on the CRS assessment team?
SLP
OT
PT
Social work
Rehab specialist (as needed)
Parent consultant (as needed)
Types of AAC
No-tech: no power source
- vision
- gross motor
Low-tech: required a source of power; often used to encourage early communication skills
- gross motor
Mid-tech: requires source of power; has more vocab than low-tech
- fine motor
High-tech: electronic devices that permit storage and retrieval of messages
- fine motor
- eye gaze
Examples of no-tech AAC
Examples of no-tech AAC
Project Core
Examples of mid-tech AAC
Examples of high-tech AAC
Most important parts of AAC
Motor planning
Modeling
Core vocab
Motor planning with AAC
Picture symbols should stay in the same location on the screen to promote muscle memory.
Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor learning principles.
What is access?
the opportunity or right to use something or to see somebody/something
How do we decide what grid size is best for a client?
Choose the smallest icon size that they are physically able to access.
This allows more vocab and keeps motor plan layout the same when adding new icons.
Direct selection methods
Touch
Laser: laser pointer with hand or attached to glasses/head
Head tracking: reflective dot placed on forehead or glasses
Eye gaze
Indirect selection methods
Visual scanning
Auditory scanning: hears choices and chooses target with switch
Partner assisted scanning: partner shows or speaks a set of choices
Assessing sensory skills for AAC
Vision
- acuity
- cortical vision impairment
- presence of eye abnormalities (strabismus)
Tactile issues
- hyper or hypo tactile sensitivity/aversions
Assessing motor skills for AAC
UE/FM
- isolated digital function
- grasp skills
Access methods
- direct/indirect
UE support devices
- stylus
- keygard/touchguide/keyguide
- arm support
- splinting
Motor function (UE, LE, head control)
Access options
Optimal positioning
Integration of mobility
- can they carry it
- mounting needs
Access methods for eye gaze
Severe physical impairment
Poor strength, ROM, or UE coordination - unable to directly access the screen with fingers or stylus (PT/OT assessment)
- must rule out all other methods of access
Adequate vision skills necessary
Calibration can be difficult
Optimal positioning (for client and ACD) is essential (PT/OT assessment)
Access methods for scanning
Single switch automatic
- slow, tedious for user and listener
Two switch manual scan
- much quicker
- possible to learn unique motor plans
- must have two access points
Increased cognitive load
Visual scanning
Auditory scanning
- listen to auditory cues
- dual voice output can be difficult
Optimal position of AAC mounting
Eye gaze
- 18-24 inches from eyes
- midline
- line of sight
- tilt/recline seating
- head control
- consider fatigue
Prerequisites for ACD
No prerequisite
- all individuals should have access to a functional means of communication
- this may include high-tech devices, picture symbols, or a personal gesture system
How can we encourage use of ACD for those with low cognition?
teaching cause and effect
Is forward or backward chaining use most often?
Uses backward chaining a lot
