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AAC > AAC Chapter Eight > Flashcards

AAC Chapter Eight Flashcards

1
Q

Developmental Disabilities

A
  • Cerebral Palsy
  • Intellectual Disability
  • Autism Spectrum Disorder
  • Deaf-Blindness
  • Childhood Apraxia of Speech
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2
Q

CP Characteristics

A
  • Difficulty with motor skills (varies)
  • Spastic CP – Most common; hypertonia; diplegia, hemiplegia, or quadriplegia
  • Dyskinetic - involuntary movements, changes in muscle tone
  • Dystonic CP – rigid posturing of neck/trunk
  • Athetoid CP – abrupt involuntary movements of extremities
  • Ataxic CP – either inc or dec muscle tone, wide-based, unsteady gait when walking
  • Mixed CP -
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3
Q

CP Characteristics

_____ have artic disorders/ poor intelligibility

  • ______ issues restrict access to language
  • Speech issues related to ____________ due to muscular weakness
  • _________ varies
  • Other communication characteristics may be related to…
A

38%

  • Motor
  • poor respiratory control
  • Dysarthria
  • ID, hearing impairment, and/or learned helplessness
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4
Q

3 Issues Regarding AAC

A
  1. Use of the team approach
  2. Need for balanced interventions
  3. Need to plan ahead for adulthood
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5
Q
  1. Team Approach
    -Number of ______ may be needed.
    (Familiar with _____ and _____)
    (Familiar with wide range of _______-

Team Members may include (not limited to):

A

disciplines

(seating and positioning)
(communication options)

OTs
PTs 
SLPs
Opthamologists
Orthotic specialists
Rehabilitation engineers
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6
Q
  1. Balanced Approach to Intervention

Balance AAC needs with…
1.
2.
3.

Selection of _______ communication systems

A

natural abilities

  1. Motor development training
  2. Speech therapy
  3. Academic instruction

multimodal

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7
Q
  1. Plan for Adulthood

____ of adults with CP are typically employed

DRS?

Some options:
1.
2.
3.

A

29%

  1. Continue schooling
  2. Employment
  3. Volunteering
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8
Q

Intellectual Disability Characteristics

Difficulty _____, ______, _____ and _____ successfully in the community

A

living, working, recreating, and learning

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9
Q

3 Issues Regarding AAC***

A
  1. Opportunity Barriers
  2. Problem Behaviors
  3. Diversity of needs within the population
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10
Q
  1. Opportunity Barriers
    - Often live, work, and recreate in _________ environments
    - Tx is conducted in ________ settings (generalization difficulties)
    - Limited _____ and ________ affect vocabulary selections
A

segregated

highly structured

environments and communication partners

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11
Q
  1. Problem Behavior
    - Behavior IS _______
    - Causes of problem behavior:

-Need behavior supports:
1.
2.
3.

A

Communication

lack of preferred and functional places to go, people to be with, things to do, and ways to communicate

  1. Visual schedules
  2. Contingency maps
  3. Rule scripts
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12
Q
  1. Diversity of the Population

Those with significant problems with spoken communication

Some will develop speech/language skills slowly and others may never develop them

Must find the balance between _______ and ______

A

natural-ability intervention and AAC intervention

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13
Q

Autism Spectrum Disorder

Encompasses a wide range of _________

Focused educational and related intervention from an ______ can make a real difference

A

social communication impairments

early age

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14
Q

ASD Characteristics

A

40% of children with an ASD do not develop speech

25%-30% will have some skills and then lose them

Most have a number of verbal and nonverbal impairments of social interaction

Most have receptive and/or expressive language impairments

Most have excellent visuospatial and visual-memory skills

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15
Q

ASD Characteristics

Underlying _______ and ______ processing issues that affect social and communication interventions

____ of individuals with ASD also have an ID

A

developmental and cognitive

41%

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16
Q

3 Issues Regarding AAC*

A
  1. Early intervention
  2. Need for AAC interventions to be situated in social contexts
  3. Use of speech-generating devices (SGDs)
17
Q
  1. Early intervention
    - Start ____!
    - Intensive instructional programming AT LEAST up to age ____for a MINIMUM of _____ on a _______ basis
    - May be one-on-one or small group
    - Goal-directed, EBP, individualized
A

early!

8

25 hours per week

year round

18
Q
  1. AAC Interventions in Social Contexts
    - AAC intervention should emphasize the ______aspects of communication
    - Teach in the context of _________ related to functional activities in daily life
    - Start on their level and build skills in natural ____________
    - _______ distribution of skills

=Gear towards the person’s _____ and _____ abilities rather than their object abilities

A

pragmatic

naturally occurring routines

developmental progression

uneven

social and linguistic

19
Q
  1. SGDs
    - Used to teach _____ and ____ skills

Pros:

  1. Combines…
  2. The availability of_____ speech output
  3. The ability to program ____ in addition to single words and phrases
A

communication and literacy

attention getting with the communicative act itself

high quality

whole messages

20
Q

Deaf-Blindness

  • _____ degrees
  • Can be _____ or ______
  • Big differences in ______, _____ and ______ between individuals in each of those groups
  • Much more difficult to understand an individual with a _______ impairment
A

varying

congenital or acquired

cognition, activities of daily living, and social interactions

congenital

21
Q

3 Issues Regarding AAC

  1. Timing of the ________ (congenital vs acquired)
  2. Important role played by _________
  3. Need for _____ instruction
A

dual sensory impairment

intervenors

systematic

22
Q
  1. Congenital or Acquired
    - Timing and severity affects the development of communication abilities
    - Those with acquired impairments may use the following to communicate:
A

Speech

Speech reading

Tactile fingerspelling

One or two-handed tactile sign language

Adapted national sign language

Electronic aids

23
Q
  1. Congenital or Acquired, Cont.

Those with congenital impairments may use the following to communicate:

A

Some speech (23.9%)

Adapted or manually coded sign

Idiosyncratic signs, gestures, behaviors

Tangible symbols

Communication boards or books w/line drawings

24
Q
  1. Role of Intervener
A

Receive specialized training

Roles:
Facilitate access to environmental information

Facilitate the development and use of receptive and expressive communication skills

Develop and maintain a trusting, interactive relationship that can promote social and emotional well-being

25
Q
  1. Need for Systematic Instruction

Most commonly reported instructional procedures included:

Most frequent target skills taught:

A
  1. Presenting a discriminative stimulus
  2. Prompting communicative behavior
  3. Fading prompts
  4. Providing differential reinforcement for correct responses
    - Choice-making
    - Requesting
    - Recruiting attention from caregiver
26
Q

Childhood Apraxia of Speech Characteristics

Deficits in:

A

Congenital, neurological speech sound disorder

Nonspeech motor behaviors

Motor speech behaviors

Speech sounds and structures

Prosody

Language

Metalinguistic/phonemic awareness

Literacy

Reference the CCCD speaker

27
Q

2 Issues Regarding AAC

A

Use of AAC as a secondary strategy

Need for a multitier approach to intervention

28
Q
  1. AAC as a Secondary Strategy
    - Treatment primarily focuses on improving _______
    - Speech may not _____ as a result of AAC use
    - Often have significant _________
    - Provide one or more AAC ________
A

natural speech production

improve

language delays

modalities

29
Q
  1. Multitier Model

5 Tiers:

A
  1. Traditional AAC
  2. AAC for speech supplementation
  3. AAC for communication breakdowns
  4. AAC for literacy and academics
  5. AAC for practice
30
Q

Traditional AAC

-Individuals benefit from multimodal AAC intervention:

Interventions include:

A
  • Largely unintelligible
  • Use primarily one-word utterances
  • Unable to communicate effectively
  • Communication books/wallets
  • SGDs (should be portable
  • Gestures
  • Signs
31
Q

AAC for Supplementation

Individuals who may benefit have/are:

May use AAC:

A
  • Intelligible one-word utterances
  • Literate
    1. By pointing to first letter of desired word
    2. In conjunction with speech
    3. For communicating conversation topics
32
Q

AAC for Communication Breakdowns

  • Individuals who may benefit:
  • Are able to produce _______ utterances
  • May use alphabet or symbol displays:
A

Rely on speech as their primary mode of communication

multiword

Gestures
Body language
Pantomimes
Pointing to environmental cues

33
Q

AAC for Academics and Literacy

May need augmented ______ supports

Use symbols with ____ for reading

________words while reading

Provide voice output once _______

May use a device to activate digitized phonemes and then combine them to

A

writing

text

highlight

“written”

produce words via synthetic speech

34
Q

AAC for Practice

SGDs or digital devices with speech output are used to…

Must provide good speech model and allow for…

A

enable individuals to practice natural speech independently

voice recording of child’s responses

AAC (15 decks)

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