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Nature of Disorders of Speech, Voice, Fluency, and Swallowing > AAC > Flashcards

AAC Flashcards

1
Q

communication examples

A
  • body language
  • eye contact
  • gestures
  • symbols
  • written language
  • multimedia
  • braille
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2
Q

AAC definition

A

a set of tools and strategies that an individual uses to solve everyday communication challenges

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3
Q

types of AAC users

A
  • expressive language group
  • supportive language group
  • alternative group
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4
Q

expressive language group

A
  • comprehension
  • typically motor impairment
  • permanent AAC
  • expressive language difficulty
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5
Q

supportive language group

A
  • expected to develop speech
  • promote language development
  • support unclear speech
  • severe articulatory disorders and learning disability
  • output and sometimes input difficulties
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6
Q

alternative group

A
  • input and output difficulties
  • little speech comprehension
  • AAC replaces speech
  • learning disabilities, autism
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7
Q

why do people uses AAC

A
  • speech is not meeting communication needs
  • developmental disabilities (CP, ASD, intellectual disability)
  • acquired disability (TBI, stroke), MND)
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8
Q

what level of speech requires alternative communication

A

little or no speech

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9
Q

what level of speech requires augmentative communication

A

unreliable speech

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10
Q

AAC system definition

A
  • an integrated group of components used to enhance communication
  • symbols, aids, strategies, and techniques
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11
Q

AAC symbol definition

A
  • visual, auditory, and/or tactile representation of conventional concept
  • photos, objects, words
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12
Q

AAC aid definition

A
  • physical object or device used to transmit or receive messages
  • communication book, board, chart
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13
Q

AAC strategy definition

A

specific way of using AAC aids, symbols, and/or techniques more effectively

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14
Q

AAC technique definition

A
  • method of transmitting messages
  • signing
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15
Q

types of AAC

A
  • aided
  • unaided
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16
Q

levels of AAC tech

A
  • no tech
  • low/light tech
  • mid tech
  • high tech
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17
Q

types of unaided (low tech) AAC

A
  • eye pointing
  • facial expressions
  • gesture
  • manual sign
  • pointing
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18
Q

types of low/light AAC tech

A
  • communication board
  • book
  • alphabet board
  • communication passport
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19
Q

types of of mid AAC tech

A
  • big mac (single message)
  • step by step (sequenced message)
  • static device (static device)
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20
Q

what constitutes mid tech

A

battery operated

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21
Q

high AAC tech

A
  • computer-based voice output communication aids (VOCAs)
  • dynamic display
  • software packages
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22
Q

access methods

A
  • direct access (finger, knuckle, etc.)
  • switch
  • eye gaze
  • two switch scanning
  • row/column scanning
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23
Q

symbol types

A
  • photographs
  • picture communication symbols
  • widget symbols
  • symbolstix
  • bisssymbols
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24
Q

what to consider when choosing a symbol set

A
  • what is available
  • how pictorial
  • how flexible
  • how visually complex
  • environment
  • needs of the individual
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25
Q

when would technology not be suitable

A
  • in the bath
  • if broken
  • left behind
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26
Q

4 competencies (Light, 1989)

A
  • linguistic
  • operational
  • social
  • strategic
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27
Q

pros of early AAC introduction

A
  • potential for development of communication
  • less associated with failure
  • less time for negative attitudes to develop
  • proactive approach to intervention
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28
Q

pros of later AAC introduction

A
  • allows time for all to grow accustomed
  • allow time for skill development necessary for effective use
  • allows carers to put more input
  • allow more space for harnessing cooperation
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29
Q

cons of AAC

A
  • not typical systems of communication
  • may not be readily reinforced
  • may be hesitant to accept use of an augmentative system (some believe it represents giving up on vocal language)
  • some unable to receive the message
  • some not willing to take time to receive messages or converse
  • expensive (buy equipment and train people to teach and receive messages)
  • complex to develop effective system
  • competing demands (motor, cognitive)
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30
Q

pros of AAC

A
  • simultaneous inputs (auditory and visual)
  • enhances speech and/or language development
  • entries are available for longer time
  • speech can be slowed more than vocal language with less distortion
  • amenable to physically prompting
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31
Q

cons of aided AAC

A
  • more vocab, harder to remember where everything is
  • leaving something behind
  • broken AAC
  • rely on someone else
  • environmental disruptions (sunlight affects eye-gaze systems)
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32
Q

cons of unaided AAC

A
  • physical disadvantages
  • limited vocabulary
  • translation problems
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33
Q

important considerations for AAC users in the future

A

make sure you don’t limit someone based on their possible future abilities (don’t give a pointing board to someone with MND, will lose ability to point)

34
Q

goal of assessment

A
  • enable individual to be communicatively competent to meet today’s needs and future needs
  • more autonomy/independence
35
Q

principles of assessment

A
  • not a finite process
  • team approach
  • focus on participation not impairment
  • AAC is the start, not the goal of intervention
  • identify and build on existing communication skills
  • technology does not make a competent communicator
36
Q

3 Cs

A
  • client abilities and needs
  • context of communication partners and opportunities
  • communication code options
37
Q

potential MDT

A
  • AAC user
  • family/carer
  • SLT
  • OT
  • PT
  • doctor
  • psychologist
  • teacher
  • social worker
  • orthotist
  • AAC supplier
38
Q

is it important to find and stick with one AAC supplier

A

no, keep a broad view and have many relationships with different suppliers

39
Q

participation model

A
  • identify participation contexts
  • conduct activity inventory
  • assess peer participation
  • assess target individual participation
  • identify participation barriers
40
Q

participation barriers

A
  • policies
  • practices
  • attitudes
  • knowledge
  • skills
41
Q

how to overcome policy barrier

A

can’t change policy, change system

42
Q

practice barrier example

A

putting AAC away after conversation rather than keeping it out in case it needs to be used again

43
Q

when to address attitude barriers

A
  • always!!
  • you never know if there is something going on behind closed doors, allow the conversation to happen
44
Q

how to overcome knowledge barriers

A

educate communication partners

45
Q

how to overcome participation challenges

A
  • identify barriers to direct intervention
  • acknowledge levels of barriers
  • go outside of clinical situation
  • advocacy
46
Q

participation evaluation tools

A
  • communication logs (why)
  • communication diaries (who and where)
  • case histories
  • observe across environments
  • AAC Profile
47
Q

capability profile componenets

A
  • motor
  • cognitive
  • linguistic
  • literacy
  • sensory perceptual
48
Q

profiles to assess for potential to use AAC

A
  • capability profile
  • operational requirements profile
  • constraints profile
49
Q

capability profile assessment purpose

A

assess individual performance level in relation to critical areas pertaining to AAC intervention

50
Q

motor considerations

A

direct or indirect access

51
Q

literacy considerations

A
  • text based system?
  • potential for text to become functional
52
Q

cognitive considerations

A
  • what kind of symbols?
  • how many? (push to give many symbols even with cognitive deficits)
53
Q

sensory considerations

A
  • size
  • spacing
  • colors
  • contrast
54
Q

linguistic considerations

A
  • what kind of language (catch a bus, ball, etc.)
  • what kind of layout
55
Q

predictive assessment

A
  • extension of criteria based assessment
  • incorporate trial periods
  • carefully selected task to provide key information
  • knowledge team in relation to AAC system features and learning requirements
56
Q

what assessment is used for cognitive ability

A

symbol assessment

57
Q

what assessment is used for language abilities

A

literacy assessment

58
Q

what to assess during AAC assessment

A
  • physical abilities
  • sensory abilities
  • visual-perceptual abilities
  • sensory
  • communication partner
  • AAC user abilities
59
Q

motor demands to consider

A
  • access
  • positioning (muscle tone, vision, sensory, environment, range of movement)
  • selection
60
Q

types of positioning to consider

A
  • head control
  • breath support
  • hand function
  • eye contact
  • visual skills
61
Q

90 90 90 position

A
62
Q

types of access

A
  • direct
  • indirect
63
Q

direct access definition

A

user selects a specific target by themselves

64
Q

indirect access definition and example

A
  • user needs help from someone to select a specific target
  • scanning
65
Q

scanning

A
  • items in the selection set are presented sequentially over time
  • user makes a selection indirectly (ex: switches)
66
Q

pros of eye-gaze

A
  • offers new opportunities for those with more challenging access
  • can be an efficient access method
67
Q

cons of eye-gaze

A
  • demanding
  • impact on social communication
68
Q

areas of visual impairment

A
  • visual acuity
  • visual field deficit or loss
  • occulomotor problems
  • visual stability
  • visual perceptual difficulties
69
Q

visual acuity

A

affects size of symbols

70
Q

visual field deficit or loss

A

device position

71
Q

occulomotor problems

A

difficulties fixating, shifting, or focusing

72
Q

visual stability

A

difficulty over a period of time

73
Q

visual perceptual difficulties

A

difficulties in perception, discrimination, closure, and memory

74
Q

vision assessment purpose

A
  • what distance should symbols be placed
  • what size
  • field of vision compromised
  • tracking ability (vertically, horizontally, diagonally)
  • identify line drawings
  • cross the midline
  • how much detail can they handle
75
Q

vision obstacle strategies

A
  • color and contrast
  • limit colors
  • space and arrangement
  • voice output or auditory feedback
  • enlarge symbols
76
Q

auditory scan systems pros

A
  • partner assisted scanning
  • allows development of a communication system
  • reduces visual effort
  • uses a sensory area of strength
77
Q

communication partners pros

A
  • able to assist in system use
  • help with hearing, cognitive/literacy skills, attitude deficits
78
Q

language versus communication

A
  • language is receptive
  • communication is expressive
79
Q

symbol hierarchy

A
  1. real objects
  2. toy/miniature objects
  3. photograph
  4. color picture
  5. line drawing
  6. written word
80
Q

aim of symbol sets and systems

A

identify the kind of symbols that might meet client’s communication needs

81
Q

symbol assessment

A
  1. familiar objects
  2. symbol-object matching
  3. ability to communicate with symbols
  4. ability to use symbols to make requests
  5. advanced symbol use
  6. Symbol Categorization and Association Assessment
82
Q

Index of Augmented Speech Comprehensibility in Children

A
  • intelligibility v comprehensibility
  • single word/short phrases elicited
  • familiar and unfamiliar listeners
  • with/without semantic context
  • where appropriate, first letter cues

Nature of Disorders of Speech, Voice, Fluency, and Swallowing (6 decks)

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