AAC Chapter Eleven Flashcards
4 Domains of Communicative Competence
Operational
Linguistic
Social
Strategic
Learn to apply motor, cognitive, visual/auditory skills to operate an AAC system=
Those needed for functional choice making, requesting, rejecting, and related to pragmatic discourse=
Learn the linguistic code(s) of an AAC system, including semantic, morphosyntactic, pragmatic, and other skills required=
Those that allow people to “make the best of what they do know and can do”=
operational
social
Linguistic
Strategic
Supporting Semantic Development
1.
2.
- Explicit Instruction
2. Language Modeling
Explicit Instruction
Facilitator arranges _______ teaching trials that require a learner to ______ symbols to their referents
structured
match
Place photos of a cup and an apple on a table
Give the learner a cup that is identical to the one in the photo
Prompt the learner to place the cup with the photo of the cup
Fade prompts over subsequent trials
Introduce new objects and symbols systematically until learner can match objects and symbols without instruction
Move on to nonidentical matching
Explicit Instruction
________ occurring communicative interactions such as _______ routines and reading activities can be used to provide explicit _________ instruction
See page 281.
Why not just give him the sock?
PRC article?
Naturally
choice-making
symbol-referent
LANGUAGE MODELING
All variations of Language Modeling, at minimum, say the facilitator should:
- ______________________________while speaking, in the context of a motivating interactive activity
- _____________ for the learner to use the symbols during the activity
Best Practice:
Point to key graphic symbols
provide opportunities
Combine explicit instruction with language modeling
Supporting Syntactic Development
1.
2.
Strategy Instruction
Language Modeling
Once ______ words are productive in the child’s lexicon, the focus switches to ______constructions
40-60 words
multi-word
Strategy Instruction
Can be used to teach both _______ and ________ of grammatical constructs
Remember the steps:
1. Define____ to be taught
- Explain ____ and its importance
- Demonstrate how to ____ skill, have person ______ skill with narration
- Have person/family member think of ________
- Create _______ for person to use skill
- Provide guided ______
- Evaluate _______
- Conduct ______ in novel settings to evaluate generalization
comprehension
production
- goal
- skill
- use; observe
- when they’d use the skill
- situations
- practice
- progress
- probes
Language Modeling
- System for _________
- Aided Language _______
- Aided Language ______
- Research has shown all of these to support the use of _________ for those using AAC
- May combine language modeling with ________ (mand-model) and time delay procedures
Augmenting Language
stimulation
modeling
multisymbol utterances
incidental teaching
Supporting Morphology
1.
2.
Explicit Instruction
Language Modeling
Supporting the Use of Grammatical Morphemes
Studies have been done on the effects of language modeling techniques to teach the use of morphemes
Example:
Facilitator reads: The monster is eating monster snacks.
Facilitator models: HE IS EAT + ING
Learner creates message containing target morphemes
Facilitator provides recast by modeling correct utterance on the SGD followed by the complete spoken sentence
Explicit Instruction related to discrimination learning may also be necessary
Supporting Pragmatic Language Development
Teaching _____ and ______
Teaching Basic _______
Teaching ___and ___
Supporting Communication for ________
Choice-Making and requesting
Rejecting
Yes and no
Social Interaction
Choice Making
Occurs when an individual selects a _______ or ______from two or more options either independently or when someone else offers them.
Does not always involve a ____________ with another person
preferred item or activity
communication interaction
Requesting
Another person must be inclined to provide _________ if asked to do so.
The individual needing to gain ______ to something must be unable (or unwilling) to do so without the assistance or mediation of another person.
Always involves a ___________with another person (Ex. choosing shoes)
mediation/assistance
access
communication interaction
Teaching Elicited Choice Making
Elicited choices are ______by someone other than the person who relies on AAC
Learners need frequent, __________ to control their environments
Choice options should be __________
Consider types of_____ to offer throughout the day and how many options to offer at a time
initiated
meaningful opportunities
age-appropriate
choices
Teaching Elicited Choice Making
When just learning the concept of choice, ____ items may be used rather than symbols.
May use symbols within a ______ format
real
“no wrong choice”
Instructional Techniques for Choice Making
Approach utilizes ________: verbal cues, gestures, models, physical assistance with an errorless paradigm to teach selection of a symbol
__________check procedure (under Explicit Instruction, Page 281)
Best Practice: Employ the approach that best fits the skills of the client then switch if the first one is not fruitful.
facilitator prompts
Comprehension
Employ the approach that best fits the skills of the client then switch if the first one is not fruitful.
It is critical for the facilitator to provide ____________following a selection.
natural consequences
Teaching Requesting
Requesting is basic and essential and often reduces ______________
- Generalized Requesting Approach
a. Explicit Instruction
b. Incidental Teaching - ____________(PECS)
- __________ approach (can be combined with both of the above) – teach when to respond and when not to respond
problem behaviors
- Generalized
- Picture Exchange Communication System
- General case
Teaching Basic Rejecting
_______________ – the use of behavior that works through the mediation of a listener and enables the person to escape from or avoid objects, activities, or social interactions
May relieve ___________
Communicative rejecting
problem behaviors
Teaching Generalized Rejecting
Teach person to indicate ___
Problem may be with _____ exactly what the person is trying to reject or why
Once step process (next slide) is completed, insert ____between rejecting behavior to prolong activity if necessary
May need to use a __________
“no”
interpreting
delays
visual schedule
6 Main Steps:
- AAC team IDs nonpreferred items/events and existing behaviors used by the learner to ______
- Team determines the _______ of the current rejecting behaviors. Determine which to work on
- Select acceptable _____________ and context to work in
- Create __________ for rejecting
- Prompt to elicit new rejecting response, _____ prompts
- _______ behavior consistently by removing the rejected object or stopping the activity immediately
- escape/avoid
- appropriateness
- form of rejecting
- opportunities
- fade
- Reinforce
Teaching Yes and No
“________Rejecting”
Even if Yes/No is taught to answer a question, _______ did not necessarily occur to novel settings.
Few studies
discriminated
generalization
Supporting Communication for Social Interaction
_____ Instruction
Conversational _______
Language _______
Strategy
Coaching
Modeling
Teach Introduction Strategies
3 Components:
- ______ about the person (may mention disability)
- Info about the person’s _______
- Info about what the communication partner can do to ________
Use of an _________positively influences perceptions of communicative competence
Page 299, What do you think?
- Basic info
- means of communication
- facilitate the interaction
introduction strategy
Initiation and Topic-Setting Strategies
_______ – pictures, “badges,” used to communicate that person would like to play, for example
________ – high interest items displayed/carried to stimulate interactions
______– items saved from an activity, placed in an album, for example, with captions, cue cards; communicates context
Visual Supports
Collections
Remnants
Initiation and Topic-Setting Strategies
_________– collections of remnants, photos, or drawings (talking photo album)
______ – small file cards used to initiate joke telling
______________– communication partner has an identical board; facilitator uses explicit instruction and conversational coaching to teach initiating
Conversation Boards
Joke Cards
Dual Communication Boards
Partner-Focused Questions
Many individuals require ______ to teach the use of partner-focused questions
May teach the response-recode (R-R) strategy
“My favorite coffee drink is cappuccino; what’s yours?”
direct instruction
response-recode (R-R) strategy
Nonobligatory Turns and Comments
Cool, no way, Yeah, uh-huh
This is fun, sounds good, yuck!
Ability to do this is related to _________of the person with CCN
May be taught using explicit instruction with graduated prompting and time delay
positive perceptions
explicit instruction
Regulatory Phrases
Allow users to _____ and _____ aspects of interactions that are related to the operation of their AAC systems
I have something to say.
Please stand on my left side.
Please say each letter as I point to it.
May be taught through role playing and conversational coaching
manage and control
role playing
Conversational Repairs
Are sometimes needed to resolve communication breakdowns
2 repair strategies
- ______(may be least effective)
- ______
Additions
Reductions
Substitutions
Having repair strategies may help avoid ____________
- Repetitions
- Modifications
problem behaviors.
- ID ______ in which using repair strategies may be relevant (current and future)
- Select 2 or more forms to teach as repairs
- Teach using ________ procedures in naturally occurring routines
- Encourage communication partners to respond to appropriate repairs _______
- Monitor use of ________and teach new ones as needed
- situations
- 2 or more
- graduated prompting
- immediately
- repair strategies
