AAc

Question 1

What is AAC? What is Augmentative? What is Alternative?

Answer 1

Augmentative Alternative Communication
AAC is a set of tools that assists individuals that cannot rely solely on speech for communication.
Augmentative - it’s the methods or systems that augment or enhance individuals existing communication abilities.
Alternative - alternative means or method of communication that replaces speech when it is not possible for an individual.

Question 2

What is the ultimate goal of AAC intervention?

Answer 2

The ultimate goal of AAC intervention is not to find a technological solution to communication problems but to enable individuals to efficiently and effectively engage in a variety of interactions and participate in activities of their choice.

Question 3

CCNs

Answer 3

Complex communication needs

Question 4

Who uses AAC?

Answer 4

No specific demographic persian relies on AAC
All age groups and socioeconomic, ethnic, and racial backgrounds

Question 5

Who supports those who rely on AAC?

Answer 5

• AAC intervention specialists - they lead and coordinate AAC intervention efforts, implement systems, train users and partners, and monitor effectiveness of the AAC system. They manage the case directly.
• Daily AAC facilitators - Provide daily support and maintain AAC devices, program messages, and instruct communication partners, often filled by family, friends and care staff.
• Communication partners - These are listeners that interact with AAC users. They also may be familiar or unfamiliar with the use.
• AAC finders - They find individuals who need AAC, and refer them to appropriate services and find them and facilitate access to AAC resources.
• AAC experts - Experts provide advanced AAC training, they help develop policies, conduct research, and offer expert guidance. They don’t directly handle patients.

Question 6

What is core vocabulary?

Answer 6

Words or messages that are commonly used by a variety of individuals and occur very frequently (e.g., Verbs, adjectives, prepositions, pronouns, articles, conjunctions)
80% of what we say throughout the day

Question 7

What is fringe vocabulary?

Answer 7

Vocabulary words and messages that are specific or unique to the individual
Serve to personalize the vocabulary included in the AAC system
Recommended by informants who know the AAC user
20% of what we say throughout the day

Question 8

What are unaided systems?

Answer 8

Aka “NO TECH”
Do not require external tools or technology
Rely on the individual’s gestures, vocalizations, verbalization, eye gazing, or even facial expressions

Question 9

What are aided systems?

Answer 9

Low-tech systems
High-tech systems

Question 10

What are low-tech systems?

Answer 10

Do not require a power source.
Includes communication boards, PECS, partner-assisted scanning
Usually a static displace given the nature and medium used (printed)

Question 11

What are mid-tech or light tech systems?

Answer 11

Involve some sort of power or energy source
Usually a static, non-changing display → doesn’t change in the device itself , but the clinician can change the display.
Alternatively called “light tech”
Example: Big Mack

Question 12

What are high-tech systems?

Answer 12

Require electronic power source and have dynamic (changing) displays. Not rigid, not fixed, rarely hybrid
Often computerized and involves screens (e.g., touch chat)

Question 13

What are symbols?

Answer 13

Symbols represent a broad category; includes any representation of something

Question 14

What are icons?

Answer 14

Specific type of symbol, characterized by visual resemblance

Question 15

All icons can be symbols, but not all symbols are icons. True or False

Answer 15

t

Question 16

What is iconicity?

Answer 16

Iconicity is a measure of how much a symbol looks like or represents what it’s supposed to represent.

Question 17

An iconic symbol is a type of symbol in AAC that visually represents the object or concept that it represents. True or False

Answer 17

True

Question 18

The symbols that you use are very very close to your referent; kahit na ‘di mo makita yung referent or the actual object you know what the person is talking about or you know what’s the idea of the message or the context

Answer 18

Transparent

Question 19

You could still see an association between the symbol and the referent but you also have to identify the patient’s lived experiences, context, or exposure in the symbols you’ll use. This is for them to be able to comprehend whatever translucency symbols you’ll place in their AAC.

Answer 19

Translucent

Question 20

This is the opposite side of the spectrum; the symbols that you use are more abstract or when you see the symbols you don’t readily see how this is associated with its referent; kung makikita mo yung symbol ang layo layo niya sa kung anong itsura ng referent

Answer 20

Opaqueness

Question 21

What are the myths about AAC?

Answer 21

• Introducing AAC will reduce a person’s motivation to improve natural speech and hinder language development. → It can actually help natural speech.
• Young children are not ready for AAC and will not require it until they reach school age. → Early implementation of AAC can aid in the development of natural speech and language, and it can also help increase vocabulary for children as young as 3 years old.
• Prerequisite skills such as understanding of cause and effect or showing communicative intent must be demonstrated before considering AAC. → Research suggests that impaired cognition does not preclude communication. AAC communication can help develop functional communication skills, promote cognitive development, and even provide foundation for literacy.
• Individuals need to show good behavior in order to earn their AAC system → You cannot take away their ability to communicate just based on behavior. AAC and communication is a fundamental human right and shouldn’t be contingent on behavior.
• We shouldn’t introduce AAC if we want verbal communication → Research shows that providing access to AAC does not negatively impact the development of verbal speech.
• Start with small/easy AAC systems and change it when they exhibit improvements → Provide access to a robust and thorough AAC system from the start.
• AAC is only for individuals who will never speak → AAC is a valuable tool for anyone with complex communication needs, whether they have some speech or none at all.

Question 22

Prerequisite skills such as understanding of cause and effect or showing communicative intent must be demonstrated before considering AAC

Answer 22

Research suggests that impaired cognition does not preclude communication. AAC communication can help develop functional communication skills, promote cognitive development, and even provide foundation for literacy.

Question 23

Introducing AAC will reduce a person’s motivation to improve natural speech and hinder language development.

Answer 23

Research has shown that AAC does not interfere with speech development; instead, it can actually support and enhance communication, language development, and even speech in many cases. AAC provides an additional tool for communication, not a replacement for speech. It enables individuals to express themselves when speech is difficult or limited, which can reduce frustration and increase overall communication competence. AAC can encourage individuals to communicate more often, even if it’s through non-verbal means initially. When people are able to communicate effectively, they are more likely to be motivated to continue practicing speech and language skills.

Question 24

Young children are not ready for AAC and will not require it until they reach school age.

Answer 24

Early implementation of AAC can aid in the development of natural speech and language, and it can also help increase vocabulary for children as young as 3 years old.

Question 25

Refers to an approach to healthcare or education in which professionals from different disciplines collaborate to assess, plan, and provide care or interventions for a patient or client. Each professional works independently within their own discipline, contributing their expertise, but they communicate and coordinate with each other to provide holistic care.

Answer 25

Multidisciplinary team model

Question 26

This is an approach to healthcare, education, or other collaborative environments in which professionals from different disciplines work together more interactively and integratively than in the multidisciplinary model. The key difference is that team members actively collaborate and share their expertise across disciplines, rather than working independently, to create a unified care or intervention plan. Team members contribute their expertise but also learn from and incorporate the perspectives of others. This leads to a single, cohesive plan that addresses the patient’s or client’s needs from multiple angles. High collaboration and communication.

Answer 26

Interdisciplinary team model

Question 27

It is an advanced approach to teamwork where professionals from different disciplines not only collaborate but also share roles and responsibilities in a highly integrated way. In this model, team members cross traditional boundaries, with one professional taking on tasks or roles usually performed by others, all while maintaining the core focus on the needs of the individual receiving care.

Answer 27

Transdisciplinary team model

Question 28

Refers to a framework where multiple professionals, often from different disciplines or areas of expertise, work together with shared goals, responsibilities, and decision-making processes to address the needs of a patient, client, or situation. In this model, collaboration goes beyond mere communication or consultation—it involves active participation and cooperation from all members of the team, including the individual receiving care or services as well as their families.

Answer 28

Collaborative model

Question 29

It is an approach used in determining eligibility for certain treatments or interventions, particularly in fields like speech-language pathology, audiology, and other healthcare or educational services. In this model, the decision to provide services is based on whether the individual “qualifies” as a candidate for the intervention based on specific criteria, such as severity of the condition, prognosis, or likelihood of benefiting from the service.

Answer 29

Candidacy model

Question 30

A 6-year-old boy has been diagnosed with developmental delays affecting his speech, motor skills, and cognitive abilities. He is receiving care through a specialized program that involves a team consisting of a speech-language pathologist, occupational therapist, psychologist, and special education teacher. The team meets regularly to discuss the child’s progress, develop goals, and modify the intervention plan. During team meetings, each professional shares their expertise, but they also collaborate closely by integrating each other’s perspectives into their treatment approaches. For example, the occupational therapist may use language strategies suggested by the speech-language pathologist while working on the child’s fine motor skills. The team works together to develop a single, cohesive intervention plan that addresses the child’s needs holistically, rather than each professional following separate plans. What model or approach is being applied in this case, and why?

Answer 30

Interdisciplinary team model. This model is evident because the professionals from different disciplines (speech-language pathologist, occupational therapist, psychologist, and special education teacher) are not only working together but actively collaborating and integrating their expertise into a unified, cohesive intervention plan

Question 31

A 4-year-old child with cerebral palsy is receiving early intervention services at a pediatric clinic. The team includes a physical therapist, speech-language pathologist, and occupational therapist. Each professional assesses the child and works on their own set of goals related to their discipline. The physical therapist focuses on improving muscle tone and mobility, the speech-language pathologist addresses language development, and the occupational therapist works on fine motor skills and daily living activities. The professionals occasionally update each other on the child’s progress, but each one works independently and follows their own treatment plan. What model or approach is being applied in this case, and why?

Answer 31

This is an example of the multidisciplinary team model. Each professional works independently within their own discipline, focusing on specific goals related to their area of expertise. Although they may occasionally update each other, they primarily follow their own treatment plans without significant collaboration or integration of goals.

Question 32

A 52-year-old woman with multiple sclerosis (MS) is receiving home healthcare services. Her care team consists of a nurse, a physical therapist, and a social worker. During the team’s weekly meetings, they work together to modify her care plan. The physical therapist collaborates with the nurse on medication management strategies that help the patient engage more fully in physical therapy. The social worker integrates input from both the nurse and physical therapist to provide holistic emotional and social support. The team discusses goals and progress at each meeting and integrates their expertise into a unified approach. What model or approach is being applied in this case, and why?

Answer 32

This is an example of the interdisciplinary team model. The team members collaborate actively, integrate their expertise into a unified care plan, and adjust their interventions based on input from one another. The professionals do not work independently; instead, they collaborate and communicate regularly to ensure that their approaches are aligned.

Question 33

A school-based team is evaluating a 10-year-old student with severe learning disabilities to determine if they qualify for special education services. The team includes a psychologist, special education teacher, and speech-language pathologist. After the evaluation, the psychologist reports that the child’s learning disability does not meet the threshold for special education services. Despite the parents’ request for additional support, the team decides that the child does not qualify for services under the district’s eligibility criteria. What model or approach is being applied in this case, and why?

Answer 33

This case exemplifies the candidacy model. The team is using specific eligibility criteria to determine whether the child qualifies for services. Based on their assessment and the district’s requirements, the child does not meet the threshold for special education support, despite the parents’ request for additional services.

Question 34

According to Light and Binger (1998)

Answer 34

• Review the contexts identified and priorities by the individual and family members
• Analyze the strategies and skills required to participate effectively within these contexts
• Review the individual’s current capabilities in comparison to those required
• Identify gaps in the individual’s strategies and skills
• Set goals as priorities to be targeted in intervention

Question 35

Goals need to be

Answer 35

SMART

Question 36

What is aided language stimulation?

Answer 36

Using communication boards and books alongside verbal communication
You have visual aids for language stimulation
Best appreciated for low, mid, and high-tech systems

Question 37

What is total communication?

Answer 37

It incorporates multiple methods: sign language + gestures + AAC systems to enhance and add equals total communication. The goal of total communication is to provide multiple ways for individuals to express themselves and understand others, catering to their specific needs and preferences. It emphasizes flexibility and using whatever method or combination of methods works best for each person.

Question 38

What is explicit instruction?

Answer 38

Structured, straightforward, and systematic instruction of communication strategies. Highly routinary in nature.

Question 39

Promotes naturalistic interactions within daily routines without the need for expensive tools.

Answer 39

Responsive Social Pragmatic Intervention

Question 40

Provides leverage for natural communication. Requires partner assistance and setting the communication contexts.

Answer 40

Milieu/Incidental Teaching

Question 41

What does LAMP stand for?

Answer 41

Language Acquisition through Motor Planning

Question 42

What is LAMP?

Answer 42

Relies on consistent symbol placement in AAC systems. Best appreciated with dynamic systems.

Question 43

What is AAC modeling?

Answer 43

Demonstrates AAC system use during interactions
You model what the expected use of system can be

Question 44

What is the ideal AAC intervention for a kid with ASD?

Answer 44

Ideal means to facilitate language acquisition and communication

Question 45

This is a neurodegenerative disorder which affects memory, language, and cognitive function

Answer 45

Dementia

Question 46

AAC Assessment for a person with dementia

Answer 46

Focus on the residual skills. Maximize the strength and what is retained both for AAC system use, and communication directly with the communicative partners
Have a heart, involve the family. Learn to zoom out and remember the contextual component of communication.

Question 47

AAC intervention for a person with dimentia

Answer 47

Don’t limit them to the board. Explore total communication aspect
Tailor content to personal relevance and familiarity to aid recall

Question 48

Progression and adjustment for a person with dementia

Answer 48

Regularly evaluate the effectiveness of AAC as the condition progresses; adjust for cognitive decline
Simplify AAC systems as cognition declines, focusing on familiar and essential communication meds