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AAC > AAC final > Flashcards

AAC final Flashcards

1
Q

Single meaning pictures

A

Each picture or symbol represents one word

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2
Q

What considerations are important for Single Meaning Pictures

A

Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?

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3
Q

Alphabet systems

A

User spells messages using alphabet

May utilize word prediction

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4
Q

What considerations are important for alphabet Systems

A

Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?

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5
Q

Example of Quick Fires

A

I don’t know
You’re welcome
come here

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6
Q

One image can be programmed to speak, based on activation of “hot spots in picture

A

Visual Scene Display

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7
Q

What programs does PRC - Prentke Romich Company offer?

A

Minspeak and Minspeak Application Programs: Unity and LAMP WFL

Word Power
Essence
Core Scanner

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8
Q

5 Key Elements of LAMP

A 
Readiness to learn
Joint engagement
Motor patterns
Auditory signals
Natural consequences
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9
Q

Unity vs Unity 1: If you hit the apple icon, and only top row changes and it says “eat” you are on Unity 1-hit.

A

The Apple Test

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10
Q

Unity and LAMP grid size considerations?

A

Number of locations determined by how small an area an individual can physically access
Display then stays the SAME to support the motor planning.

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11
Q

Participation Model - AAC assessment

A

Dynamic, multi-phase process
Team collaboration to determine communication needs and strengths is essential
Focus on individual’s participation patterns
Identify barriers to participation

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12
Q

Potential Participation Barriers

A

Participation Barriers

  • Opportunity
  • —-Policy
  • —-Practice
  • —-Facilitator Skill
  • —-Facilitator Knowledge
  • —-Attitude
  • Access
  • —- Com. ability
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13
Q

What is Participation Inventory ?

A

List of typical activities in all settings
Level of participation of individual’s peers and individual
Allows to identify if there is a participation gap

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14
Q

Name the Levels of Participation

A
  • Independent (peer does not need assistance)
  • Independent with set up
  • Requires verbal or physical assistance
  • Does not participate
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15
Q

What does SETT stand for?

A

Student, Environment, Tasks and Tools

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16
Q

SETT - Student

A

Strengths, Needs, Preferences

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17
Q

SETT - Environment

A

•Physical, Social setting (attitudes) and materials available

18
Q

SETT- Tasks

A

•All activities the student may be expected or may want to do

19
Q

SETT- Tools

A

•Technology and other supports needed to help person do tasks

20
Q

Communicative Competencies

A

Linguistic-Language representation on SGD

Operational-Technical skills: Access methods, clearing message window, on/off, volume, using word prediction, etc.

Social-Pragmatics: Social rules depending on context – when to speak, when not, taking non-obligatory turns, etc.

Strategic-Strategies to repair and prevent communication breakdown

21
Q

Antecedent - teaching

A 
Stimulus conditions
Prompts:
Modeling and talk aloud strategies
Stimulus prompts
Response prompts
Prompt fading hierarchy
22
Q

Consequence -Teaching

A

Reinforcement
Shaping
Chaining
Corrective Feedback

23
Q

Consideration for Data Collection

A

Why collect data?
What data are we collecting? I.e. what are we measuring?
How to collect data?

24
Q

How to deal with problem behaviour?

A 
•
•Change the Antecedents
•B
•Teach new Behaviours
•c
•Change the Consequence
25
Q

Antecedent Manipulations

A

Eliminate the triggers to PREVENT problem behaviour or make it less likely to occur.

26
Q

Consequences that maintain problem behavior:

A

S = sensory stimulation

E = escape / avoid

A = attention

T = tangible items/activities

27
Q

Targeting FUNCTION of behaviour

A

Make problem behavior:
Inefficient: Replacement behaviours should require less effort and result in faster and bigger reinforcement than problem behaviours
Ineffective: Eliminate reinforcement of problem behaviour (extinction)

28
Q

Functional Communication Training (FCT)

A

Teaching functionally equivalent responses, such as communication, that serve the same function as the student’s problem behavior

29
Q

Teaching replacement behaviour

A
  • Provide appropriate reinforcement for the replacement behaviour
  • Withhold the consequence that previously reinforced the target behaviour
30
Q

Key principles for literacy instruction in AAC

A 
Create meaningful literacy experience
Increase background knowledge
Provide motivation 
Language and vocabulary 
Expect active engagement from individual
Adapt tasks so individual can respond using SGD or low tech (or both)
Repetition AND variety 
Be “age-respectful”
31
Q

Reading at the Emergent Stage

A

Have AAC support available so child can be active participant
Make connections to real life
Make connections print-pictures
Have fun with reading, talk while reading
Read same books
Playful engagement with letters, books, letter magnets, labels on drawers, name tags

32
Q

Writing at the Emergent Stage

A

Importance of scribbling and pretend writing
Allow individual to play around with letters and attribute meaning
Provide context and purpose: Grocery list, birthday card, labels etc.
Focus is on idea that person is encoding meaning, regardless of accuracy or form

33
Q

Person is ready to move to conventional reading and writing instruction when:

A

Concept about print
Print carries meaning
Interest and interaction in shared book reading
Some letter knowledge

34
Q

Teaching Phonics

A

I’m going to say a sound, you tell me what letter goes with that sound

35
Q

Sequence of Instruction for phonological awareness

A

a, m, t, p, o, n, c, d, us, s, g, h, I, f, b, l, e, r, w, k, x, v, y, z, j, q.

  • Lower case first (more frequent in text)
  • Visual and auditory similar letters taught separately (a, m, t often targeted initially)
  • Short vowel before long vowels (simple decoding)
  • Single letter-sounds before consonant blends
  • Focus on letter sounds, not letter names
36
Q

Teaching conventional reading: Decoding

A

Sound it out (inner voice or word approximations)
Word sorts
Recognition tasks: matching text to picture (select array with inclusion of foils to analyze errors)

37
Q

Teaching conventional reading: Sight Words

A

Sight word instruction for non-decodable words
Matching task
“Show me” or “give me” …

38
Q

Talking – Reading – Writing

A

Writing ≠ spelling and sentence construction
Writing = communication
Allow the AAC user opportunities to generate his/her own ideas
Write about topics they have chosen
Write about topics for which they have background knowledge and language
Write about topics that have a real function
Write about topics for specific audience.

39
Q

Writing at the Conventional Writing stage

A 
Access to writing tools:
Keyboard
Letter cards
Word cards
Direct instruction: 
Single-word encoding
Spelling
40
Q

Emergent Writing with individuals who can’t use a pencil or keyboard

A 
Letter-knowledge is NOT a pre-requisite
Provide access to full alphabet
Provide an alternative pencil:
Alphabet Eye-gaze 
Alphabet Flip-chart 
Custom-designed keyboards
Switch accessible keyboards
41
Q

Peer-Mediated Instruction and Intervention

A

Step 1: Planning
Step 2: Implementing
Step 3: Monitoring Progress

AAC (1 decks)

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