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AAC > AAC Chapter Eleven > Flashcards

AAC Chapter Eleven Flashcards

1
Q

4 Domains of Communicative Competence

A

Operational

Linguistic

Social

Strategic

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2
Q

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”=

A

operational

social

Linguistic

Strategic

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3
Q

Supporting Semantic Development
1.
2.

A
  1. Explicit Instruction

2. Language Modeling

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4
Q

Explicit Instruction

Facilitator arranges _______ teaching trials that require a learner to ______ symbols to their referents

A

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

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5
Q

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?

A

Naturally

choice-making

symbol-referent

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6
Q

LANGUAGE MODELING

All variations of Language Modeling, at minimum, say the facilitator should:

  1. ______________________________while speaking, in the context of a motivating interactive activity
  2. _____________ for the learner to use the symbols during the activity

Best Practice:

A

Point to key graphic symbols

provide opportunities

Combine explicit instruction with language modeling

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7
Q

Supporting Syntactic Development
1.
2.

A

Strategy Instruction

Language Modeling

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8
Q

Once ______ words are productive in the child’s lexicon, the focus switches to ______constructions

A

40-60 words

multi-word

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9
Q

Strategy Instruction

Can be used to teach both _______ and ________ of grammatical constructs

Remember the steps:
1. Define____ to be taught

  1. Explain ____ and its importance
  2. Demonstrate how to ____ skill, have person ______ skill with narration
  3. Have person/family member think of ________
  4. Create _______ for person to use skill
  5. Provide guided ______
  6. Evaluate _______
  7. Conduct ______ in novel settings to evaluate generalization
A

comprehension

production

  1. goal
  2. skill
  3. use; observe
  4. when they’d use the skill
  5. situations
  6. practice
  7. progress
  8. probes
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10
Q

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
A

Augmenting Language

stimulation

modeling

multisymbol utterances

incidental teaching

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11
Q

Supporting Morphology

1.
2.

A

Explicit Instruction

Language Modeling

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12
Q

Supporting the Use of Grammatical Morphemes

Studies have been done on the effects of language modeling techniques to teach the use of morphemes

Example:

A

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

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13
Q

Supporting Pragmatic Language Development

Teaching _____ and ______

Teaching Basic _______

Teaching ___and ___

Supporting Communication for ________

A

Choice-Making and requesting

Rejecting

Yes and no

Social Interaction

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14
Q

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

A

preferred item or activity

communication interaction

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15
Q

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)

A

mediation/assistance

access

communication interaction

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16
Q

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

A

initiated

meaningful opportunities

age-appropriate

choices

17
Q

Teaching Elicited Choice Making

When just learning the concept of choice, ____ items may be used rather than symbols.

May use symbols within a ______ format

A

real

“no wrong choice”

18
Q

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.

A

facilitator prompts

Comprehension

Employ the approach that best fits the skills of the client then switch if the first one is not fruitful.

19
Q

It is critical for the facilitator to provide ____________following a selection.

A

natural consequences

20
Q

Teaching Requesting

Requesting is basic and essential and often reduces ______________

  1. Generalized Requesting Approach
    a. Explicit Instruction
    b. Incidental Teaching
  2. ____________(PECS)
  3. __________ approach (can be combined with both of the above) – teach when to respond and when not to respond
A

problem behaviors

  1. Generalized
  2. Picture Exchange Communication System
  3. General case
21
Q

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 ___________

A

Communicative rejecting

problem behaviors

22
Q

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 __________

A

“no”

interpreting

delays

visual schedule

23
Q

6 Main Steps:

  1. AAC team IDs nonpreferred items/events and existing behaviors used by the learner to ______
  2. Team determines the _______ of the current rejecting behaviors. Determine which to work on
  3. Select acceptable _____________ and context to work in
  4. Create __________ for rejecting
  5. Prompt to elicit new rejecting response, _____ prompts
  6. _______ behavior consistently by removing the rejected object or stopping the activity immediately
A
  1. escape/avoid
  2. appropriateness
  3. form of rejecting
  4. opportunities
  5. fade
  6. Reinforce
24
Q

Teaching Yes and No

“________Rejecting”

Even if Yes/No is taught to answer a question, _______ did not necessarily occur to novel settings.

Few studies

A

discriminated

generalization

25
Q

Supporting Communication for Social Interaction

_____ Instruction

Conversational _______

Language _______

A

Strategy

Coaching

Modeling

26
Q

Teach Introduction Strategies

3 Components:

  1. ______ about the person (may mention disability)
  2. Info about the person’s _______
  3. Info about what the communication partner can do to ________

Use of an _________positively influences perceptions of communicative competence

Page 299, What do you think?

A
  1. Basic info
  2. means of communication
  3. facilitate the interaction

introduction strategy

27
Q

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

A

Visual Supports

Collections

Remnants

28
Q

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

A

Conversation Boards

Joke Cards

Dual Communication Boards

29
Q

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?”

A

direct instruction

response-recode (R-R) strategy

30
Q

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

A

positive perceptions

explicit instruction

31
Q

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

A

manage and control

role playing

32
Q

Conversational Repairs

Are sometimes needed to resolve communication breakdowns

2 repair strategies

  1. ______(may be least effective)
  2. ______

Additions
Reductions
Substitutions

Having repair strategies may help avoid ____________

A
  1. Repetitions
  2. Modifications

problem behaviors.

33
Q
  1. ID ______ in which using repair strategies may be relevant (current and future)
  2. Select 2 or more forms to teach as repairs
  3. Teach using ________ procedures in naturally occurring routines
  4. Encourage communication partners to respond to appropriate repairs _______
  5. Monitor use of ________and teach new ones as needed
A
  1. situations
  2. 2 or more
  3. graduated prompting
  4. immediately
  5. repair strategies

AAC (15 decks)

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