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PRAXIS! > AAC > Flashcards

AAC Flashcards

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1
Q

aided symbols

A

use of pictures, line drawings that is in addition to using body parts

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2
Q

uniaded symbols

A

no need for “other” things, use of signs, gestures, facial expressions

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3
Q

no tech

A

no battery source

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4
Q

low tech

A

easy to program without a manual

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5
Q

mid tech

A

range of ease between high and low technology

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6
Q

hi tech

A

requires high expertise, hardest to program

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7
Q

dedicated system

A

device is dedicated to communication (that is it’s only purpose)

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8
Q

nondedicated system

A

device can be used for communication, but it can be used for other things (i.e. computer, Vmax)

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9
Q

digitized

A

someone has to record and talk into it, used for someone who cannot generate their own language (most no to mid-low systems use this form of speech output)

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10
Q

synthesized

A

“computer talk” that is computer generated speech, sounds “robotic” and used by a person who can generate their own words (most devices that are high use this)

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11
Q

purpose of AAC

A

to allow interaction and participation in activities of choice

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12
Q

wants/needs

A

person’s own motivation to want to use an AAC and needing to use an AAC for communication purposes

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13
Q

transfer information

A

transfer of information that includes more novel vocabulary, less predicable, more personal/complex information that is exchanged (different from expressing wants/needs)

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14
Q

social closeness

A

includes activities and participation with others, maintaining personal relationships

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15
Q

social etiquette

A

things that we say or ways we act in response to others that make others think positive of us, makes them believe we are socialized and members of same community, culture

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16
Q

internal dialogue

A

talk we do with ourselves (how do we use communication with ourselves on a daily basis?) such as making lists, schedules, keeping diary/journal, being able to talk it in your own head

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17
Q

linguistic

A

knowledge of language that’s being spoken, language capacity, getting at how we assess (expressive and receptive), not just speech (phonology) but semantics, morphology, pragmatics, syntax

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18
Q

operational

A

knowledge of using actual system (device), consider how difficult or easy it is to operate (visual, cognitively)

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19
Q

social

A

pragmatic skills (taking turns, topic initiation, conversation termination, etc), interpersonal things (i.e. putting someone at ease), social competence (how to respond to a stranger’s unease at pt.’s system)

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20
Q

strategic

A

knowledge of bridging limitations (i.e. power going out), breakdown of technology, system stops working OR breakdown in communication, often needs to be taught (roleplay) and often times a lot

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21
Q

all communicators need:

A

linguistic, social and strategic (no operational)

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22
Q

factors that influence message selection

A

gender, age, social role, needs/preferences, environments

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23
Q

communication purposes

A

introduction, humor, social greetings, medical/physical needs, like/dislikes, emotional needs, strategies to initiate and end interactions, repair strategies, interjections, stories/experiences, questions, small talk

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24
Q

introduction

A

consider how you greet different people (example: you wouldn’t say, “What’s up?” to a professor or prospective employer; whereas you’d say that to a close friend)

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25
Q

humor

A

consider personal relations with the person you’re conversing with (example: a close friend may understand your sense of humor or even joking around versus a professor [depending on level of familiarity] you would be more apt to monitor yourself)

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26
Q

social greetings

A

consider the person that you greet, could be an acquaintance or close friend and depending on the relationship of the person, you may or may not be more formal or informal when greeting them
(example: “How’s it going?” vs “How are you today?” vs direct informational [like how’s your mom doing?])

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27
Q

medical/physical needs

A

consider what type of medical/physical needs the person has, also be aware of the sensitivity of the condition
(general word usage, plan of action for emergency situations, contact info person responsible, timing appropriateness)

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28
Q

likes/dislikes

A

consider the person’s preferences for anything that’s functionally related and or fringe vocabulary, also consider nonliterate individuals what symbols may be appropriate for their age

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29
Q

emotional needs

A

consider the most necessarily emotions that the person may display (core vocabulary & fringe vocab) and then add-on as necessary

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30
Q

strategies to initiate & end interactions

A

consider timing or appropriateness for initiation/end of interaction, also if choosing personal messages that are automated already or generic hi/bye ending

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31
Q

repair strategies

A

consider preprogrammed automated messages
(example: “I’m sorry, could you repeat that? I didn’t hear you the first time.” AND considering low tech you could have a sign or something to signal for communication breakdown or repairing)

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32
Q

interjections

A

consider the timing and appropriateness of interjections in conversations, consider the person’s physical ability to express this

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33
Q

stories/exepriences

A

consider the person’s situational/core vocab first, if not, maybe preprogrammed button

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34
Q

questions

A

consider the person asking questions that are general or more personal, depending on communication partner

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35
Q

small talk

A

consider social engagement with the person to interact with social interaction, depending on who the person is, you converse differently

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36
Q

How should we choose the vocabulary for the AAC system?

A

consider core vocabulary, consider fringe vocabulary, school vs. home talk, spoken vs. written communication

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37
Q

Should messages be general or specific?

A

depends entirely on the individual: consider the AAC system (low vs. high tech), consider cognitive ability, space availability

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38
Q

Should messages be single words, phrases, sentences, or paragraphs?

A

depends entirely on the individual: may be appropriate to use all or some of these messages (ex: high cognitive person w/adequate physical movements may appropriately use all these forms), consider environment messages are being used as well as how physically able person is, cognitive ability of person, speed purposes

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39
Q

coverage vocabulary

A

vocabulary that is needed to communicate essential messages that contains messages that cover an individual’s basic individual needs (ex: person may use message: “I am having trouble breathing.” and may use it rarely but should be considered)

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40
Q

developmental vocabulary

A

words that an individual doesn’t know yet but selected to encourage language and vocabulary growth (not for functional purposes)

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41
Q

fringe vocabulary

A

words that are unique to the AAC user only

42
Q

timing enhancement

A

messages that require careful timing in order to be appropriate (in regards to safety situations, things that are used on a daily basis/multiple times throughout the day)

43
Q

message acceleration

A

accelerates communication rates (words/messages that occur frequently & are lengthy that are “key stroke savings” preprogrammed and speeds up rate in which person communicates with them)

44
Q

fatigue reduction

A

words are coded into system to reduce fatigue, certain times of day a person is more apt to be tired

45
Q

symbol

A

stands for or represents something else (“something else” is termed its referent)

46
Q

iconicity

A

any association that an individual forms between a symbol and its referent

47
Q

high iconicity

A

guessibility is high, easy to associate between symbol and referent

48
Q

low iconicity

A

tougher to recognize or make connection between symbol and referent

49
Q

transparent

A

shape, motion, or function of the referent is depicted to such an extent that the meaning of the symbol can be readily guessed in the absence of the referent (ex: photograph of a shoe)

50
Q

high tranparency

A

equates to high iconicity

51
Q

translucent

A

meaning of the referent may or may not be obvious but a relationship can be perceived between the symbol and the referent once the meaning is provided (ex: gestural movement of a palm up to indicate Stop!)

52
Q

opaque

A

in which no [sympbol-referent] relationship is perceived even when the meaning of the symbol is known (ex: written word shoe)

53
Q

high opaque

A

equates to low iconicity

54
Q

aided symbols

A

symbols that require some type of external assistance, includes real objects and black-and-white line drawings, things person carries around

55
Q

unaided symbols

A

symbols that require no external device for production, includes facial expressions, manual signs, natural speech and vocalization

56
Q

Picture Communication Symbols (PCS)

A

simple black-and-white or color line drawings, highly transparent, symbols are somewhat transparent to written word

57
Q

Widgit, Rebus symbols

A

visually or nominally represents a word or syllable (ex: rebus of knot could be used to symbolize either knot or not), symbols are more transparent with the written word, highly transparent

58
Q

DynaSyms

A

symbol with printed word above it, uses color and realistic two-dimensional drawings with words, highly transparent

59
Q

Pictograms

A

white-on-black symbols, drawing is more sophisticated than line-drawing, symbols appear easier to know if word was not present

60
Q

manual sign system refers to 3 main types of system:

A

1) alternatives to spoken language of particular country (ex: ASL, Swedish Sign Language)
2) parallel spoken language (ex: manually coded English [MCE])
3) interact with or supplement another means of transmitting spoken language (ex: fingerspelling)

61
Q

verbal speaking rates

A

150-250 words/minutes

62
Q

nonverbal speaking rates

A

2-15 words/minutes

63
Q

Children under 2.5 years of age have a more difficult time understanding symbols (ex: does not understand that “this” stands for something else)

A

true

64
Q

fixed displays

A

refers to any display which symbols and items are “fixed” in a particular location, aka “static displays”, typically in low tech communication boards, number of symbols is limited

65
Q

dynamic display

A

refers to computer screen displays with electronically produced visual symbols that when activated automatically change selection set on a screen to a new set of programmed symbols

66
Q

visual scene

A

more real life symbols and ability to import real photographs, makes it highly contextualized display, embedded symbols/icons in the scene

67
Q

Physical characteristics of displays include:

A

number of items, size, spacing and arrangement, orientation of display

68
Q

number of items

A

number of messages, symbols, codes and commands required by the person using AAC

69
Q

size

A

consider person’s item size and overall display size, visual display determined by person’s visual capabilities, motor access technique used, type of symbole

70
Q

spacing and arrangement

A

where and how to space symbols/messages, determined largely by visual and motor control capabilities of an individual

71
Q

orientation of display

A

refers to position of the display relative to the floor, depends on the person’s postural, visual and motoric capabilities

72
Q

selection technique

A

refers to way a person who relies on AAC system selects or identifies items from the selection set

73
Q

4 direct selection options:

A

1) physical pressure or depression
2) physical contact
3) pointing (no contact)
4) speech recognition

74
Q

physical pressure or depression

A

device requires pressure for activation, may use body part (ex: finger, body)

75
Q

physical contact

A

person selecting items with physical contact rather than pressure or depression

76
Q

pointing (no contact)

A

selecting an item without physical contact (ex: eye gazing, eye blinking, optical laser)

77
Q

speech recognition

A

typical speakers but were unable to write or control conventional computer keyboard opted for voice recognition strategies

78
Q

scanning selection

A

person who relies on AAC indicate in some way that desired item has been presented using an electronic device or facilitator, employed due to lack of motoric control for direct selection, can be visual or auditory

79
Q

3 types of scanning:

A

1) circular scanning
2) linear scanning
3) group-item scanning

80
Q

circular scanning

A

device displays individual items in a circle and scans them electronically one at a time, until individual stops scanner and select item

81
Q

linear scanning

A

cursor ligh or arrow moves across each item in the first row, each item in the second row, and each item in the subsequent row, until item is selected

82
Q

group-item scanning

A

involves identifying a group of items and then eliminating options gradually until final selection is made

83
Q

Types of team organizations:

A

1) multidisciplinary team
2) interdisciplinary team
3) transdisciplinary team

84
Q

multidisciplinary team

A

each specialist independently completes her own portion of an AAC assessment and makes discipline-specific intervention decisions, team members then share results and intervention plans at a team meeting, each team member provides direct services to the student

85
Q

interdisciplinary team

A

specialists also assess students individually but the meet to discuss their individual findings and make collaborative recommendations regarding an intervention plan, may meet regularly to discuss progress and make revisions in the intervention, usually overseen by one team member (case manager)

86
Q

transdisciplinary team

A

information is shared among professionals so direct service providers become proficient in areas other than their primary specialties, assessment completed through collaborated efforts of all team members, followed by a team meeting to establish goals and objectives for intervention

87
Q

3 assessment models:

A

1) candidacy model
2) communication needs model
3) participation model

88
Q

candidacy model

A

criteria of an individual to see if they are a “candidate” or “eligible” for the use of an AAC system, may be “too something”, requires prerequisites of some sort

89
Q

communication needs model

A

guideline based on a person’s communication needs and capabilities which include comunication strategies and technologies that could be used by individuals who were not literate

90
Q

participation model

A

assessment based on functional participation requirements of peers without disabilities of the same chronological age as the person who may communicate through AAC

91
Q

5 Types of Opportunity Barriers:

A

1) policy
2) practice
3) knowledge
4) skill barriers
5) attitude barriers

92
Q

policy barrier

A

regulatory decisions that govern situations in which many individuals who use AAC find themselves (ex: written documentation that govern agency, school policies that separate AAC users from peers in regular education classes or “limited use” policy in hospitals)

93
Q

practice barrier

A

procedures or conventions that have become common in a family, school, or workplace but are not actual policies (ex: staff of agency may think that long standing practices are legislated polices)

94
Q

knowledge barrier

A

lack of information on a part of someone other than the person who uses AAC that results in limited opportunities for participation

95
Q

skill barrier

A

supporters have difficulty with the actual implementation of an AAC technique or strategy

96
Q

attitude barrier

A

in which attitude and beliefs by an individual presents a barrier to participation

97
Q

opportunity barrier

A

refers to barriers that are imposed by other people other than the person with the severe communication disorder and cannot be eliminated simply by providing AAC system or intervention

98
Q

access barrier

A

limitations in the current capabilities of individual or his/her current communication system (ex: person’s AAC system does not have sufficient memory or appropriate vocabulary for activity)

99
Q

intelligibility

A

refers to adequacy of the acoustic signal to convey information

100
Q

supplemental intelligibility

A

refers to extent to which listener can understand an individual’s speech when he or she is provided with contextual information; such as topic, first letters of words, and gestures

PRAXIS! (7 decks)

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