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AAC > AAC > Flashcards

AAC Flashcards

1
Q

Access Barriers

A

Limitations in current communication capabilities

  1. Lack of Mobility
  2. Manipulation of Objects
  3. Management of Objects
  4. Cognitive Functions
  5. Literacy Problems
  6. Sensory-Perceptual Impairments
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2
Q

Opportunity Barriers

A

Imposed by others & not eliminated by AAC

  1. Policy - legislative or regulatory
  2. Practice - family or school conventions
  3. Knowledge - facilitator with lack of info
  4. Skills - diff. with implementation
  5. Attitude - beliefs
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3
Q

Communication Bill of Rights 1992 by National Joint Committee for Committee Needs of Persons with Severe Disabilities

A
  • Request obj/action etc.
  • Refuse obj/action etc.
  • Express preferences & feelings
  • Be offered choices
  • Reject offers
  • Request attention
  • Ask about routine changes
  • Intervention to improve comm. skills
  • Receive response to requests
  • Access to functioning AAC & AT at all times
  • Accepting comm. environment
  • Spoken to with respect
  • Spoken to directly, not in 3rd person while present
  • Meaningful, C&L appropriate
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4
Q

Impact of AAC on children’s language development

A
  • Semantics: Spoken to less so they have lower vocab - Hart & Risley (1995, 1999)
  • Syntax: 1-2 word messages, simple clauses, word omission & overextensions, diff. word order
  • Morphology: low test scores poss. due to: unavailable symbol, choose efficient over accurate answer, not taught morph. rule
  • Pragmatics: seldom initiate convos, constrained utterances
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5
Q

Etiologies associated with individuals with CCN

prepare for alphabet soup

A

CP, PD ASD, AOS, ID, ALS, MS, TBI, CVA, PPA, Aphasia, & Guillian-Barre Syndrome

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6
Q

Team Members in AAC approach

A

SLPs, Educators, PTs, OTs, nurses, Rehab engineers, Technicians, Researchers, Shapers of public policy & funding, AAC finders, facilitators, specialists & experts

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7
Q

Balanced Approach to Intervention

A
  1. Meet CURRENT & FUTURE communication needs

2. Meet MEDICAL & SOCIAL model

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8
Q

Aided AAC Techniques

A
  • Tangible, manipulable symbols & objects

- Used with visual or dual sensory impairments & severe cognitive disabilities (& other populations)

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9
Q

Unaided AAC Techniques

A
  1. Gestures
  2. Vocalizations
  3. Pictorial Symbols (photos, drawings)
  4. Proxemics (seating arrang.)
  5. Can repeat, contradict, substitute for, complement, accent or regulate verbal behavior.
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10
Q

Multi-tier approach for CAS

5 tiers

A
  1. Traditional AAC
  2. AAC for Supplementation
  3. AAC for Comm. Breakdowns
  4. AAC for Academics & Literacy
  5. AAC for Practice
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11
Q

Partner-Dependent

[types of communicators]

A

Require communication partner to manage informational demands & provide comm. choices with highly familiar contexts.

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12
Q

Emerging

[types of communicators]

A

Extreme difficulties speaking using symbols & responding.

May have profound AOS.

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13
Q

Contextual Choice

[types of communicators]

A

Points to indicate basic needs. Easily recognize visual symbols.
Don’t have linguistic ability to initiate or add to convos.

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14
Q

Transitional

[types of communicators]

A

Use external symbols & strategies (fluent or nonfluent)
Some gestures, draw or speak.
Begin to search through notebooks. Increasingly know answers before choices presented.
Hallmark: need cues from partner to use an external strategy!

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15
Q

Independent

[types of communicators]

A

Cognitive & Linguistic Competence to converse independently.
Intentionally share ideas using variety of strategies & modalities.
Comprehend most of what is said with little contextual support.

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16
Q

Stored Message

[types of communicators]

A

Independently locate messages stored in advance. Consistently access phrases/sentences in specific contexts.

17
Q

Generative

[types of communicators]

A

Speaker &/or writer with aphasia who can convey some novel info on their own.
Fragmented or inconsistent skills for effective convo without intervention.
Oral & Writing breakdowns.
AOS masks linguistic competence.

18
Q

Specific-Need

[types of communicators]

A

May not want or need AAC devices for primary communication.
Only need AAC in situations requiring specifics, clarity, or efficiency. Like talking on the phone, financial transactions, writing a letter, etc.

19
Q

Non-Symbolic Behaviors

A

Unconventional. Vocalization or arm-waving. Important to learn because contingent responding:

  1. Teaches that their behavior has a meaningful & predictable impact on behavior of others.
  2. Prevents development of problem behaviors.
20
Q

Ways to include children with CCN with their peers

A
  1. Inclusion with supports increases comm. opportunities
  2. Comm. opportunity groups (music, snacks, pretend play)
  3. Predictable home & school routines
  4. Adaptive toys & play
  5. Microswitch Tech.
21
Q

Communication Partner Training Programs

A
  • Communicating Partners (MacDonald 2004)
  • It takes two to talk (Pepper & Weitzman 2004)
  • The Van Dijk Approach (Nelson, Van Dijk, Oster, Mcdonnell 2009)
  • More than words (Sussman 1999)
  • SCERTS model (Wetherby, Rubin, Laurent 2003)
  • InterAACtion (Bloomberg 2004)
22
Q

Low-Tech & No-Tech Communication Systems

A
  1. Choice Boards (activities, foods, etc.)

2. Communication Boards (Single symbol to multiple pages)

23
Q

Dynamic Displays

A

Depict lang. in electronic format & is “changeable” by the user -> device speaks message or screen changes

24
Q

Static Displays

A

Lang. symbols in tangible format. Ex: Computer keyboard.

25
Q

Hybrid Displays

A

Electronic fixed displays with dynamic component (e.g. indicator lights)

26
Q

Visual Scene Displays

A

Picture or virtual environment representing a situation, place or experience.

27
Q

Linguistic Competence

A

Receptive & Expressive Lang. Skills

28
Q

Operational Competence

A

Tech. skills needed to operate AAC systems accurately & efficiently.
Keep vocab up to date protect tech. from damage.
Modify system for future needs & get repairs.

29
Q

Social Competence

A

Social interaction skills: initiating, maintaining, developing & terminating comm. interactions.
Sociolinguistic & sociorelational skills

30
Q

Strategic Competence

A

Compensatory strategies for functional limitations.

Interact with unfamiliar comm. partners, resolve comm. breakdowns, compensate for slow rate of speech.

31
Q

Beginning Communicators

A
  1. Rely on non-symbolic modes of comm. (intentional or unintentional: gestures, vocalizations, expressions)
  2. Aided & Unaided Symbols (request, reject, share info, engage in social interaction)
  3. Non-electronic comm. displays (participate & early comm.)
  4. Participation Model (assess in natural contexts, compare to peers & increase part. level)
32
Q

Intrinsic Barriers

A
  • Impairments:
    Visual, Hearing, Motor, Cognitive, Language, Speech.
  • Lack of experience & world knowledge.
  • Reduced motivation due to limited participation & lack of reading success.
33
Q

Extrinsic Barriers

A
  1. Physical & Functional Contexts
  2. Social Context
  3. Language Context
  4. Cultural Context
  5. Linguistic Barriers

AAC (1 decks)

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