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AAC > AAC Exam #2 > Flashcards

AAC Exam #2 Flashcards

1
Q

results in hypertonia (increased muscle tone).

A

Spastic CP

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2
Q

involuntary movements as well as changing patterns of muscle tone across the day

A

Dyskinetic CP

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3
Q

slow, writhing (twisting), involuntary movements

A

Athetoid CP

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4
Q

associated with increased or decreased muscle tone, causes problems with balance and positioning the trunk and limbs in space.
-wide based unsteady gait when walking and have difficulty controlling the arms and hands when reaching

A

Ataxic CP

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5
Q

incorporate elements of both VSD and grid displays.

-more high tech devices have this display

A

Hybrid displays

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6
Q

are similar to activity displays in that they contain symbols that are associated with specific activities or routines arranged schematically.

  • depicts both the environmental & interactional context of an event that is personally relevant to the person with CNN
  • easier for younger children
  • young children with developmental disabilities can learn quite rapidly & take more social turns
A

Visual Scene Display

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7
Q

a grid display system that combines a number of vocabulary organization strategies to support system that combines a number of vocabulary organization strategies to support communication for different functions.
-have to have good impulse control

A

Pragmatic Organization Dynamic Display (PODD)

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8
Q

are the most popular grid display strategy involves organizing vocabulary according to event schemes, routines, or activities

A

Activity Grid Display

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9
Q

display involves grouping symbols according to superordinate categories such as people, places, foods, feelings, drinks, and action words.
-useful between 6-7

A

Taxonomic Grid Display

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10
Q

is the first type of grid display that organizes vocabulary items according to the parts of speech and their relationships with a syntactic framework.

A

Semantic-Syntactic Grid Display

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11
Q

This is a congenital, neurological speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits.
- AAC is a secondary treatment.

A

Apraxia

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12
Q

Apraxia:
AAC can help with ______. Treatment primarily focuses on ________________, but __________ is first. AAC is great for ________________ for individuals who have apraxia working on _________________.
-want a lot of mirror time and visual feedback

A 
sequencing
improving natural speech production
communication
communication breakdowns
increasing intelligibility of connected speech
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13
Q

How do you support writing?

A
  • OT & PT can recommend appropriate seating & positioning as well as adaptations to writing & drawing tools (adaptive pencils)
  • Computer technologies facilitate access to early writing activities through drawing programs & key board access (intellikeys)
  • model written text
  • give opportunities to draw pictures, create birthday cards, write letters or email messages pg. 320
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14
Q

How do you provide sufficient time for literacy instruction?

A
  • 130 to 150 minutes of literacy instruction per day
  • collaboration
  • push in model
  • start instruction as early as possible –> it is never to late to learn conventional literacy skills
  • give them books that they like (touch and feel) – or adaptive book for older children to augment comm
  • preteaching – have answers ready for them to respond
    pg. 322
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15
Q

How do you use proven, effective instructional techniques?

A

most effective literacy intervention combines both direct instruction in key skills and numerous opportunities to apply these skills in the context of meaningful and motivating literacy experiences

1) instructor models target
2) instructor provides guided practice in the form of scaffolding to help the learner perform the skill successfully
3) instructor gradually fades support until learner is able to perform the skill successfully and independently
* provide corrective feedback

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16
Q

How do you provide appropriate instructional adaptations and support to accommodate the needs and skills of individuals with CCN?

  • speech
  • motor
  • sensory/perceptual
A

Speech Impairments:

1) provide alternative responses (figure 12.3)
2) provide insight into areas of strength & difficulty & thus support instructional decision making
3) compensate for lack of speech production oral rehearsal -(external scaffolding)

Motor impairments:

1) input from OT & PT
2) Alternative access to support their full participation/identify the most effective & efficient access techniques for the individual

Sensory/Perceptual Impairment:
1) comprehensive & auditory assessments are completed & accommodations are in place

pg. 324-326

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17
Q

How do you build positive rapport and ensure student motivation for learning?

A
  • Get face to face
  • Errorless learning - support success from the beginning
  • Determine motivators/ interests & incorporate these into instructional activities
  • Create obstacles to get motivators
  • Use lots of wait time
    pg. 327
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18
Q

the instructor does the skill and the learner observes.

A

Model

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19
Q

The instructor and learner do the skill together.

A

Guided Practice

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20
Q

The learner does the skills independently while the instructor observes and provides feedback.

A

Independent practice

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21
Q

The instructor provides feedback to the learner

A

Feedback

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22
Q

8 steps for communication facilitator instruction:

A

1) Introduce target strategy
2) Describe the strategy
3) Demonstrate the strategy
4) Verbal practice
5) Controlled practice and feedback
6) Advanced practice and feedback
7) Reassess facilitator skill and commitment for long-term strategy use
8) Generalization

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23
Q

observe the facilitator with the person with CCN and assess the frequency & accuracy of target strategy use;review results w/ facilitator & secure commitment to learn strategy

A

Introduce the target strategy

24
Q

describe the target strategy and its component steps, and explain its potential positive impact on the person with CNN

A

Describe strategy

25
Q

model use of the target strategy w/ the person w/ CNN while “talking through” the steps involved

A

Demonstrate strategy

26
Q

ask the facilitator to describe the strategy & all of the steps required to implement it

A

Verbal practice

27
Q

provide prompting & verbal feedback to the facilitator as he or she attempts to implement the strategy w/ the person with CNN

A

Controlled practice & feedback

28
Q

gradually fade instructor prompts & feedback as the facilitator practices use of the strategy in multiple situations within the natural environment

A

Advanced practice & feedback

29
Q

observe the facilitator’s independent use of strategy &compare to the results from Step 1; asset the facilitator to develop a long tern action plan for continued strategy use

A

Reassess facicilator’s skills and commitment for long term strategy use

30
Q

facilitator implements the strategy with the person w/ CNN across a wide range of settings & situations

A

Generalization

31
Q

Partner Interaction Strategies:

A

1) Select appropriate books-( cognitive age, developmental skills/age, finding motivators)
2) Introduce the topic of the book (give me 5)
3) Introduce new vocabulary as required
4) Read the text of the book
5) Use time delay (important intervention tech)
6) Ask appropriate questions- (concrete, simple questions)
7) Model use of AAC and speech- (aided lang. input)
8) Respond to Communicative attempts
9) Encourage the listener to tell the story- (put main parts on AAC device so can retell ; cant retell if you don’t have access )

32
Q

Why is adaptive play important?

A

Play is the business of young children. A child’s communication occurs primarily in play contexts. Thus, increasing participation in play activities automatically increases the quality and quantity of communication opportunities
pg. 230

33
Q

Ways to Adapt play?

A
  • activity frames, learning boxes, and other stabilizing & presenting manipulable toys so that accessible to children with limited hand & arm control
  • toys can be attached to lap trays with velcro so they are within reach
  • books can be adapted with small foam squares
  • magnets or velcro can be attached to toys so that children can pick them up with a headstock or mittens
  • switches for battery operated toys
34
Q

Communication opportunities:

A 
Early Intervention
Communication Opportunities
Creating Predictable Routines
Adapted Play
Person-Centered Planning
35
Q

early intervention

A

start early

36
Q

communication opportunities:

A
  • The 1st step to increasing communication is to increase meaningful participation in natural contexts that are conducive to communication
  • sabotage, wait time, requesting , choices, routines, adaptive play, open ended questions, role play, play dumb, schedule boards
37
Q

Creating Predictable Routines

SPARK

A
  • lot of language, decrease fear, a lot of repetition (which is modeling/guided practice)
  • S: start routines the same way
  • P: plan turns
  • A: adjust when needed
  • R: repeat
  • K: keep the end the same
38
Q

Person-centered planning

A

is a process that enables people with disabilities & their facilitators to “focus on opportunities.. to develop personal relationships, have positive roles in community life, increase their control of their lives, and develop the skills & abilities to achieve these goals.”

  • develop a “vision plan”
  • pg. 235
39
Q

Why do gesture dictionaries?

A

It helps more people understand and respond to home signs and idiosyncratic signals.

  • Can help with communication breakdowns
    pg. 247
40
Q

Why do “talking switch” techniques?

A
  • It can help with participation, communicative intent, and turn taking.
  • introduce symbols
  • pg. 250
41
Q

Why do touch cues?

A
  • It can be an excellent way to encourage the next step in a scripted routine.
  • physical prompt reminders
42
Q

Why do visual schedules?

A

Helps with transitions, overview of day, and introduces an individual to the idea that one thing represents another.
pg. 249

43
Q

Plan for adulthood: Only ______ of people with disabilities were employed in a survey completed in 2005.

A

30%

-pg. 207

44
Q

___________ is a person who is just starting to understand communication and engage in communication. You are working for _____ and planning for ______even with beginning communicators.

A

A beginning communicator
today
tomorrow

45
Q

How can a speech-language pathologist support literacy skills?

A

PPSSM

Phonology, pragmatics, semantics, syntax, morphology

46
Q

Explicit instruction versus incidental teaching;

-pg. 269

A

Explicit instruction= is grounded in the traditions of both experimental & applied behavior analysis. Teaching is conducted in small teaching units that consist of a stimulus, a prompt, a correct response by the learner, and a reinforcer. Trials are repeated.

Incidental teaching= teach communication & language skills in the context of everyday activities & routines
-the facilitator arranges the environment to create communication opportunities that will be motivating to the learner-> then provides instruction

47
Q

Conversational Coaching=

A
  • requires a facilitator to provide unobtrusive conversational coaching to the person with CNN & his or her communication partners
  • learn to initiate & maintain augmented conversations independently
  • pg. 271
48
Q

These are significant limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical skills. This disability originates before the age of 18

A

Intellectual Disability

8 therapy should be- simple, slow pace, stress, concrete, repetition, highlight, visuals
-pg 208

49
Q

____________ encompasses a wide range of social-communication impairments. _______ is key. AAC is a ____ and _______ strategy.

A

Autism spectrum disorder (1 in 68; shows before 18 months)
Early intervention
research
evidenced based

50
Q

Key Parts of emergent literacy:

A

print awareness
phonological awareness
oral vocabulary

51
Q

RAAP:

* Fostering Emergent Literacy Skills

A

Read, ask, answer, prompt

52
Q

4s of Language Therapy:

  • especially important for intellectual disabilities
A 
Show 
Slow 
Simple 
Stress 
* repeat
53
Q

one type involve the use of lights on a system that pass over each choice that the user activates to switch to stop the light and pick a choice, other types are auditory scanning and scan patterns such as row/column, quadrant, step, and linear.

A

Scanning

54
Q

includes pointing with a body part such as a finger, hand, or toe, or through the use of a pointing device such as a beam of light, head stick, or mouth stick. Switches can be turned on with a body part, puff of air, or wrinkle of an eyebrow

A

Direct Selection

55
Q

How do you target appropriate skills known to improve literacy?

A

rhyming, segmenting, sight/ words, sounds of letters

AAC (1 decks)

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