AAC

Question 1

Clinical specialty eval program includes

Answer 1

Augmentative communication technology
Feeding/nutrition
Cleft lip/palate
Seating, positioning, mobility
Hearing and evaluation
Craniofacial orthodontia
Teen transition
Pediatric assessment
CP/neurology
Neuromotor
ASD

Question 2

Eligibility for CRS ACT clinic

Answer 2

Alabama resident: B-21
Dx:
- expressive language disorder
- mixed receptive-expressive language disorder
- apraxia, speech
- dysarthria
No financial limits

Question 3

Does AAC prevent development of spoken language?

Answer 3

No, it may actually facilitate speech in some individuals.

Question 4

Who is on the CRS assessment team?

Answer 4

SLP
OT
PT
Social work
Rehab specialist (as needed)
Parent consultant (as needed)

Question 5

Types of AAC

Answer 5

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

Question 6

Examples of no-tech AAC

Answer 6

Question 7

Examples of no-tech AAC

Answer 7

Question 8

Project Core

Question 9

Examples of mid-tech AAC

Answer 9

Question 10

Examples of high-tech AAC

Answer 10

Question 11

Most important parts of AAC

Answer 11

Motor planning
Modeling
Core vocab

Question 12

Motor planning with AAC

Answer 12

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.

Question 13

What is access?

Answer 13

the opportunity or right to use something or to see somebody/something

Question 14

How do we decide what grid size is best for a client?

Answer 14

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.

Question 15

Direct selection methods

Answer 15

Touch
Laser: laser pointer with hand or attached to glasses/head
Head tracking: reflective dot placed on forehead or glasses
Eye gaze

Question 16

Indirect selection methods

Answer 16

Visual scanning
Auditory scanning: hears choices and chooses target with switch
Partner assisted scanning: partner shows or speaks a set of choices

Question 17

Assessing sensory skills for AAC

Answer 17

Vision
- acuity
- cortical vision impairment
- presence of eye abnormalities (strabismus)
Tactile issues
- hyper or hypo tactile sensitivity/aversions

Question 18

Assessing motor skills for AAC

Answer 18

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

Question 19

Access methods for eye gaze

Answer 19

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)

Question 20

Access methods for scanning

Answer 20

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

Question 21

Optimal position of AAC mounting

Answer 21

Eye gaze
- 18-24 inches from eyes
- midline
- line of sight
- tilt/recline seating
- head control
- consider fatigue

Question 22

Prerequisites for ACD

Answer 22

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

Question 23

How can we encourage use of ACD for those with low cognition?

Answer 23

teaching cause and effect

Question 24

Is forward or backward chaining use most often?

Answer 24

Uses backward chaining a lot