AAC Flashcards
what is the candidacy for AAC?
- anyone who cannot meet his/her daily written or spoken communication needs through speech or writing
- people who need and/or use AAC, regardless of the type or severity of disability
(pg. 394)
what are some conditions that may necessitate temporary use of AAC?
- intubation following surgery
- prescription of voice rest
- severe laryngitis
(pg. 394)
what are some conditions that may necessitate permanent use of AAC?
- total glossectomy and laryngectomy
- severe, chronic or progressive dysarthria
- severe and chronic aphasia
(pg. 394)
true/false: although helpful, literacy skills are not necessary to use a variety of AAC options
true (pg. 394)
- what education act requires that children with disabilities receive support free of charge as is provided to non disabled students
- it does not entitle one to a mobile table or other specific type of device in school
free appropriate public education (pg. 395)
-what act stipulates that assistive technology of which AAC is part, must be provided if it is required as a part of a child’s special education, related services or supplementary aids and services
individuals with disabilities education act (IDEA) (pg. 395)
what act mandates assistive technology centers in each state and territory?
assistive technology act (pg. 395)
what act mandates that hospitals must provide effective means of communication for patients, family members and hospital visitors who are dead or hard of hearing
Americans with disabilities act (pg. 395)
a. unaided AAC
b. aided AAC
-the use of only the body to communicate, without external aids or equipment
a. unaided AAC (pg. 395)
what are examples of unaided AAC?
- gestures
- manual sign
- gaze
- pantomime
- head movements
- vocalization
(pg. 395)
a. unaided AAC
b. aided AAC
-refers to the use of external equipment t assist with communication
b. aided AAC (pg. 395)
what are examples of aided AAC?
- objects
- pictures
- line drawings
- labeled symbols
- speech output from some type of speech generating device
(pg. 395-396)
a. no-tech
b. low-tech
c. high-tech
-refers to any type of AAC device/system that is non electronic
a. no-tech (pg. 396)
a. no-tech
b. low-tech
c. high-tech
- communication boards
- pencil and paper
- white-erase boards
- use of symbol systems
a. no-tech (pg. 396)
a. no-tech
b. low-tech
c. high-tech
- refers to simple electronic devices on which a limited number of messages can be recorded and played back
- these may not have rechargeable batteries
b. low-tech (pg. 396)
a. no-tech
b. low-tech
c. high-tech
- single or multiple message switches
- very basic communication devices with a limited number of messages/cells
b. low-tech (pg. 396)
a. no-tech
b. low-tech
c. high-tech
- refers to more sophisticated electronic devices that support speech and/pr written output
- these devices may have rechargeable batteries
c. high-tech (pg. 396)
a. no-tech
b. low-tech
c. high-tech
-fully functional computers that run specialized software for communication
c. high-tech (pg. 396)
a. dedicated
b. nondedicated
- devices whose sole purpose is to assist with communication, typically face-to-face communication, by providing speech output
- referred to as speech-generated devices
a. dedicated (pg. 396)
a. dedicated
b. nondedicated
-devises are typically commercially available and support a range of functions in addition to speech output
b. nondedicated (pg. 396)
______ refers to the association a person makes between a symbol and its referent
iconicity (pg. 396)
a. opaque
b. translucent
c. transparent
-symbol does not resemble referent
a. opaque (pg. 396)
a. opaque
b. translucent
c. transparent
-symbol bears some resemblance to referent
b. translucent (pg. 396)
a. opaque
b. translucent
c. transparent
-meaning of the symbol can be readily guessed in absence of referent
c. transparent (pg. 396)
a. static
b. dynamic
display that doesn’t change
a. static (pg. 397)
a. static
b. dynamic
- screen changes following user input
- input causes screen to change by branching to another page or another menu
b. dynamic (pg. 397)
a. portability
b. adaptability
c. cosmesis
d. connectivity
-whether or not the system is lightweight enough to be portable
a. portability (pg. 397)
a. portability
b. adaptability
c. cosmesis
d. connectivity
- whether or not the features on a device can be adjusted according to need
- often used with respect to whether the device supports alternate access
b. adaptability (pg. 397)
a. portability
b. adaptability
c. cosmesis
d. connectivity
-aesthetic appeal of the device and whether is can be modified
c. cosmesis (pg. 397)
a. portability
b. adaptability
c. cosmesis
d. connectivity
-does the device support connection to the internet, bluetooth, etc.
d. connectivity (pg. 397)
true/false: cannot use a movement pattern that is difficult to perform or has the potential to create muscular or postural problems
true (pg. 398)
a. linguistic competence
b. operational competence
c. social competence
d. strategic competence
- knowledge of the linguistic code used by one’s AAC system (symbols, print, signs)
- must also know language spoken/signed by members of the community so that they may receive messages
a. linguistic competence (pg. 399)
a. linguistic competence
b. operational competence
c. social competence
d. strategic competence
-the technical skills needed to operate the AAC system efficiently, which includes learning how to operate and maintain the system
b. operational competence (pg. 399)
a. linguistic competence
b. operational competence
c. social competence
d. strategic competence
-skills of social interaction, the pragmatics of communication
c. social competence (pg. 399)
a. linguistic competence
b. operational competence
c. social competence
d. strategic competence
- the ability of people who use AAC to invoke and use compensatory strategies to circumvent the functional limitations introduced by use of AAC system
- resolving communication breakdown
d. strategic competence (pg. 399)
what are the goals associated with organization and layout of an AAC device?
- maximize efficient communication
- minimize effort expended in communication
- promote language learning, as applicable
(pg. 400)
in the participation model what participation barriers are identified?
- opportunity barriers
- access barriers
(pg. 402)
a. opportunity barriers
b. access barriers
- imposed by forces external to the person with CCN
- cannot be eliminated by provisions of AAC
a. opportunity barriers (pg. 402)
a. opportunity barriers
b. access barriers
- imposed by limitations of the individual with CCN and/or their current communication system
- involve the capabilities, attitudes, and resource limitations of the person with CCN vs. being externally imposed by society
b. access barriers (pg. 402)
types of opportunity barriers
a. policy
b. practice
c. knowledge
d. skill
e. attitude
-based on legislative decisions that govern various environments (e.g. restrictions on brining AAC equipment into the ICU setting, persons with CCN being placed in a non mainstream class at school)
a. policy (pg. 402)
types of opportunity barriers
a. policy
b. practice
c. knowledge
d. skill
e. attitude
-procedures or conventions that have become commonplace in the environment (e.g. a school district barring a person with CCN from taking home AAC system over the weekend and/or summer)
b. practice (pg. 402)
types of opportunity barriers
a. policy
b. practice
c. knowledge
d. skill
e. attitude
-caused by lack of information on the part of the CCN’s facilitator that results in decreased participation opportunities
c. knowledge (pg. 402)
types of opportunity barriers
a. policy
b. practice
c. knowledge
d. skill
e. attitude
-caused by facilitator difficulty implementing AAC technique or strategy
d. skill (pg.402)
types of opportunity barriers
a. policy
b. practice
c. knowledge
d. skill
e. attitude
-caused by incorrect, outdated, outmoded and discriminatory attitudes regarding the abilities of people with CCN
e. attitude (pg. 402)
true/false: there are standardized assessment batteries in AAC
false: there is no standardizes assessments because of the heterogeneity of populations that require AAC (pg. 402 )
_____ is a critical component of AAC intervention
vocabulary selection (pg. 403)
a. core vocabulary
b. fringe vocabulary
-high-frequency words and phrases that are highly functional for the individuals
a. core vocabulary
pg. 403
a. core vocabulary
b. fringe vocabulary
-words and phrases that are specific to ta particular topic/ activity/ individual; often are content rich and not used that frequently
b. fringe vocabulary (pg. 404)
what are the 4 stages of AAC intervention?
- vocabulary selection
- refinement of symbol selection and placement of AAC system
- training person with CCN in system use
- facilitator training requirements
AAC strategies and techniques
a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation
-modeling how a system is used by providing input in addition to speech, to the person with CCN so they receive input via AAC rather than via speech alone
a. augmented input (pg. 404)
AAC strategies and techniques
a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation
- training facilitators to wait expectantly for a response
- count 1 to 5 slowly to themselves
- can even arch eyebrows to indicate that person is waiting for person with CCN to begin to respond
b. expectant delay (pg. 404)
AAC strategies and techniques
a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation
- training facilitators to encourage persons with CCN to supply the main content elements of their message
- communication partner confirms the content words
- communication partner than expands and elaborates these components
- resulting message is con-constructed
c. message co-construction (pg. 404)
AAC strategies and techniques
a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation
- for people with CCN who are literate and who have severely dysarthria speech
- use an alphabet display to point to the initial letter of each word as they say it
- combined defects of slowing speech rate and adding clarification for communication partner
d. alphabet supplementation (pg. 404)
AAC strategies and techniques
a. augmented input
b. expectant delay
c. message co-construction
d. alphabet supplementation
e. topic supplementation
- for people with CCN who have severely dysarthria speech and may/may not be literate
- use of communication boards that have lists of commonly discussed topics
- person with CCN selects topics/context to cue the communication partner
e. topic supplementation (pg. 404)
a. synthesized speech
b. digitized speech
c. hybrid
- computer-generated speech
- may lack some prosodic contours
- text-to-speech
- now available in male, female, and child voices and in many different languages
a. synthesized speech (pg. 405)
a. synthesized speech
b. digitized speech
c. hybrid
- human speech that has been recorded, stored and reproduced
- stored as words and or messages
- cannot be used to generate novel utterances because it is noted as words/messages
b. digitized speech (pg. 406)
a. synthesized speech
b. digitized speech
c. hybrid
-devices that support both synthesized and digitized speech
c. hybrid (pg. 406)
what are 4 issues in AAC?
- speech as default system for communication (buy-in can be tough)
- people believing AAC impeding speech development
- financial realties
- need for ongoing support for person with CCN and their facilitators
(pg. 406)
true/false: no research supports the claim that using AAC will impeded speech development
true (pg. 406)
