AAC final Flashcards
Single meaning pictures
Each picture or symbol represents one word
What considerations are important for Single Meaning Pictures
Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?
Alphabet systems
User spells messages using alphabet
May utilize word prediction
What considerations are important for alphabet Systems
Is it a requirement that user is literate?
How large is the symbol set?
What about iconicity?
What about response effort?
Example of Quick Fires
I don’t know
You’re welcome
come here
One image can be programmed to speak, based on activation of “hot spots in picture
Visual Scene Display
What programs does PRC - Prentke Romich Company offer?
Minspeak and Minspeak Application Programs: Unity and LAMP WFL
Word Power
Essence
Core Scanner
5 Key Elements of LAMP
Readiness to learn Joint engagement Motor patterns Auditory signals Natural consequences
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.
The Apple Test
Unity and LAMP grid size considerations?
Number of locations determined by how small an area an individual can physically access
Display then stays the SAME to support the motor planning.
Participation Model - AAC assessment
Dynamic, multi-phase process
Team collaboration to determine communication needs and strengths is essential
Focus on individual’s participation patterns
Identify barriers to participation
Potential Participation Barriers
Participation Barriers
- Opportunity
- —-Policy
- —-Practice
- —-Facilitator Skill
- —-Facilitator Knowledge
- —-Attitude
- Access
- —- Com. ability
What is Participation Inventory ?
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
Name the Levels of Participation
- Independent (peer does not need assistance)
- Independent with set up
- Requires verbal or physical assistance
- Does not participate
What does SETT stand for?
Student, Environment, Tasks and Tools
SETT - Student
Strengths, Needs, Preferences
SETT - Environment
•Physical, Social setting (attitudes) and materials available
SETT- Tasks
•All activities the student may be expected or may want to do
SETT- Tools
•Technology and other supports needed to help person do tasks
Communicative Competencies
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
Antecedent - teaching
Stimulus conditions Prompts: Modeling and talk aloud strategies Stimulus prompts Response prompts Prompt fading hierarchy
Consequence -Teaching
Reinforcement
Shaping
Chaining
Corrective Feedback
Consideration for Data Collection
Why collect data?
What data are we collecting? I.e. what are we measuring?
How to collect data?
How to deal with problem behaviour?
• •Change the Antecedents •B •Teach new Behaviours •c •Change the Consequence
Antecedent Manipulations
Eliminate the triggers to PREVENT problem behaviour or make it less likely to occur.
Consequences that maintain problem behavior:
S = sensory stimulation
E = escape / avoid
A = attention
T = tangible items/activities
Targeting FUNCTION of behaviour
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)
Functional Communication Training (FCT)
Teaching functionally equivalent responses, such as communication, that serve the same function as the student’s problem behavior
Teaching replacement behaviour
- Provide appropriate reinforcement for the replacement behaviour
- Withhold the consequence that previously reinforced the target behaviour
Key principles for literacy instruction in AAC
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”
Reading at the Emergent Stage
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
Writing at the Emergent Stage
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
Person is ready to move to conventional reading and writing instruction when:
Concept about print
Print carries meaning
Interest and interaction in shared book reading
Some letter knowledge
Teaching Phonics
I’m going to say a sound, you tell me what letter goes with that sound
Sequence of Instruction for phonological awareness
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
Teaching conventional reading: Decoding
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)
Teaching conventional reading: Sight Words
Sight word instruction for non-decodable words
Matching task
“Show me” or “give me” …
Talking – Reading – Writing
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.
Writing at the Conventional Writing stage
Access to writing tools: Keyboard Letter cards Word cards Direct instruction: Single-word encoding Spelling
Emergent Writing with individuals who can’t use a pencil or keyboard
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
Peer-Mediated Instruction and Intervention
Step 1: Planning
Step 2: Implementing
Step 3: Monitoring Progress
